ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Homelessness in the United States: 50-State Profile [2016]
Author: Administration for Children and Families (DHHS)
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Homeless People,Young Children,Emergency Shelters,At Risk Persons,Age Differences,Geographic Location,Federal Aid,Early Intervention,Access to Education,Housing,Federal Legislation,Home Visits,Child Development,Grants,Child Care,Block Grants,Poverty,Preschool Education

Homelessness is a reality for many families with young children in the country. In fact, infancy is the period of life when a person is at highest risk of living in a homeless shelter in the United States (U.S. Department of Housing and Urban Development (HUD), 6th Annual Homelessness Report, 2012). Every day more and more Americans understand that high quality early childhood care and learning prepares children to succeed in the classroom and in life. The impact of homelessness on children, especially young children is extremely challenging and may lead to changes in brain architecture that can interfere with learning, social-emotional development, self-regulation and cognitive skills. In today's world, children should be healthy, alert and motivated to have a better chance of leading productive lives. Not every child, however, has that chance. This 50-state profile project plus the District of Columbia provides a snapshot of early childhood data available for children who are experiencing homelessness in each state.
The Association between Teachers&apos; Use of Formative Assessment Practices and Students&apos; Use of Self-Regulated Learning Strategies. Appendixes. REL 2021-041
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-11-00
Type: Reports - Research
Subjects: Formative Evaluation,Learning Strategies,Elementary School Students,Elementary School Teachers,Secondary School Students,Secondary School Teachers,Student Evaluation,Evaluation Methods,Teacher Surveys,Student Surveys,Test Reliability,Statistical Analysis,Correlation

These are the appendixes for the report, &quot;The Association between Teachers' Use of Formative Assessment Practices and Students' Use of Self-Regulated Learning Strategies.&quot; Two appendixes are included in this document. Appendix A are the methods of the study. This includes the reliability of the teacher and student surveys and the frequency calculations and proportional weighting. Instructional leaders in the three districts (Chandler Unified School District, Flagstaff Unified School District, and Sunnyside Unified School District) derived the study's survey items from existing survey instruments in summer 2018. The items examining teachers' core formative assessment practices were drawn from the relevant subscales on the Formative Assessment Rubrics, Reflection and Observation Protocol (Wylie &amp; Lyon, 2016). The items for students were drawn from the self-regulated learning subscales on the Motivated Strategies for Learning Questionnaire (Pintrich &amp; DeGroot, 1990) and the Organisation for Economic Co-operation and Development Programme for International Student Assessment (PISA; Artelt et al., 2003). The initial analyses for the study tabulated how often (from 1-Never to 5-Always) the responding teachers and students reported using these different formative assessment practices and self-regulated learning strategies in the classroom in an average or normal week. Next, the study team calculated a frequency index for each teacher and student that represented the sum of each respondent's 1-5 ratings across all questions and then further explored (through correlations) the association between these frequencies among surveyed teachers and their surveyed students. Appendix B is the supporting analyses for the study. The rank-order correlations provide insight into how the frequency of each formative assessment practice is associated with the frequency of each self-regulated learning strategy. [For the full report, see ED609117; for the study snapshot, see ED609121.]
The Association between Teachers&apos; Use of Formative Assessment Practices and Students&apos; Use of Self-Regulated Learning Strategies. Study Snapshot. REL 2021-041
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Formative Evaluation,Learning Strategies,Elementary School Students,Elementary School Teachers,Secondary School Students,Secondary School Teachers,Student Evaluation,Teacher Student Relationship,Feedback (Response),Evaluation Methods,Self Evaluation (Individuals),Peer Evaluation,Teacher Education

Formative assessment is a set of practices that enable teachers and students to examine how learning is progressing, so that teaching and learning activities can be adjusted as needed. If students notice a discrepancy between where they are in understanding a lesson and where they need to be, formative assessment encourages them to take corrective action through self-regulated learning. Self-regulated learning is a proactive process in which students select an appropriate learning strategy, such as getting feedback from the teacher or from peers, reorganizing information, or trying to make new connections to prior learning. Having prioritized these classroom strategies, three Arizona school districts (Chandler Unified School District in Phoenix, Flagstaff Unified School District, and Sunnyside Unified School District in Tucson) surveyed teachers and students in grades 3-12 in spring 2019 to take stock. The purpose of the surveys was to better understand the associations between teachers' formative assessment practices and training and students' use of self-regulated learning strategies and to inform teacher development efforts moving forward. Because fewer than half of the districts' teachers and students responded to the surveys, the results may not be fully representative. However, the findings are still relevant to policy because they reflect the perceptions of more than 1,200 teachers and more than 24,000 students on an important learning topic. [For the full report, see ED609117; for the appendixes, see ED609120.]
Transitional Kindergarten in California: The Impact of Transitional Kindergarten on English Learner Students. Research Brief
Author: American Institutes for Research (AIR)
Date: 2017-05-00
Type: Reports - Research
Subjects: Kindergarten,School Entrance Age,School Readiness,Transitional Programs,Program Implementation,Curriculum,Program Effectiveness,Eligibility,Enrollment,Educational Policy,English Language Learners,Mathematics Skills,Literacy,Reading Skills,Language Skills,Parent Background,Educational Attainment,Hispanic American Students,Social Development,Emotional Development,Spanish Speaking,Asian American Students,Language Proficiency

California's Kindergarten Readiness Act of 2010 revised the cutoff date by which children must turn five for kindergarten entry in that year and established transitional kindergarten (TK), defined as the first year of a two-year kindergarten program for all students affected by the birthdate eligibility change. Since it has been implemented across the state, TK has been shown to significantly improve kindergarten readiness for California's students. But what benefits do students who might need a little extra support--such as English learner (EL) students--experience? Understanding the impact of TK on the 33 percent of California kindergartners who do not speak, read, write, or understand English well as a result of English not being their home language is critical to evaluating the success of the program. This brief, the fifth in a series highlighting findings from the &quot;Study of California's Transitional Kindergarten Program,&quot; summarizes what we have learned about the impact of TK on EL students' school readiness skills, including mathematics skills, language and literacy skills, and English proficiency. Results demonstrated that TK has an impact on EL students' mathematics skills, language and literacy skills, and English proficiency. EL students who attend TK enjoy a particularly strong advantage over their non-TK EL peers on English proficiency. Because of this, TK may play an important role in improving academic outcomes for English learners, as students who start school with stronger academic skills tend to do better over time. Still, further examination of the potential advantages of TK participation on academic and social-emotional skills as well as English proficiency in later academic years--and the context for supporting continued growth--is needed. [For &quot;Study of California's Transitional Kindergarten Program: Report on the First Year of Implementation,&quot; see ED609102.]
Early Childhood Homelessness in the United States: 50-State Profile [2017]
Author: Administration for Children and Families (DHHS)
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Homeless People,Young Children,Emergency Shelters,At Risk Persons,Age Differences,Geographic Location,Federal Aid,Early Intervention,Access to Education,Housing,Federal Legislation,Home Visits,Child Development,Grants,Child Care,Block Grants,Poverty,Preschool Education

Homelessness is a reality for many families with young children in our country. In 2015, a third of all people who stayed in a shelter were in families with children and nearly half of children served by HUD-funded emergency/transitional housing providers in 2015 were age five or younger (U.S. Department of Housing and Urban Development (HUD), 2016). Furthermore, children under age 1 comprise less than six percent of the overall child population in the United States, but more than 10 percent of the child population served by HUD-funded shelters (U.S. Census Bureau, 2015; HUD, 2016). This 2017 release of the 50-state profile project provides a snapshot of early childhood data available for children who are experiencing homelessness in each state, plus the District of Columbia and Puerto Rico. It includes publicly available data for the year 2014-2015 from the U.S. Census Bureau, U.S. Department of Education, U.S. Department of Housing and Urban Development, U.S. Department of Health and Human Services, and the Annie E. Casey. [For the 2016 report, see ED609119.]
Alaska Smart Start 2020: Restart &amp; Reentry Framework Guidance for K-12 Schools, 2020-2021 School Year. Revised
Author: Alaska Department of Education and Early Development
Date: 2020-07-27
Type: Guides - General
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Disease Control,Travel,School Safety,School Closing,Prevention,Public Health,Grouping (Instructional Purposes),Hygiene,Sanitation

The Department of Education and Early Development (DEED), in partnership with the Department of Health and Social Services (DHSS), developed this guidance document to support planning and strategies for reopening schools. Alaska's 'Smart Start 2020' framework for K-12 schools provides a tiered approach based on COVID-19 pandemic risk levels per community. School districts and communities will work together to develop clear, actionable steps that are necessary for teaching and learning to continue throughout the 2020-2021 school year. These health parameters provide a basis for plans that are specific, actionable, and broad enough to be adaptable. Alaska's Smart Start 2020 is built upon the guidance and recommendations of health officials and collaborative conversations with education stakeholders; it is aligned to the reopening guidelines that have been provided by Alaska's state and federal leaders; and it is designed to help districts prioritize the health and safety of students and teachers as they deliver instruction for the 2020-2021 school year. Updated guidance in this revision includes: (1) Clarified how green, yellow, and red operational zones differ from DHSS long-term care facilities alert levels; (2) Added general principles box, guiding principles box, and specific definitions; (3) Added specific outbreak, isolation, and quarantine guidance; (4) Clarified how travel mandate applies to schools; (5) Added cohorting guidance; (6) Attached examples of forms and educational materials for students and parents; (7) Attached checklist for health and safety considerations for district plans; and (8) Added new CDC guidance and Council of State and Territorial Epidemiologists (CSTE) outbreak definitions.
Teacher Performance Evaluations in U.S. Public Schools. Data Point. NCES 2020-133
Author: Standing, Kim
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Public School Teachers,Teacher Evaluation,Public Schools,Charter Schools,National Surveys,Elementary Secondary Education,Principals,Evaluation Utilization,Information Sources

This Data Point compares the sources of information in evaluating teacher performance and how the information is used by traditional public school and public charter school principals in the United States. It uses data from the public school principal questionnaire from the 2017-18 National Teacher and Principal Survey (NTPS), a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State representative information is also available for public schools, principals, and teachers.
Strategic Performance Management: A Communication Lens
Author: Layland, Allison
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Organizational Communication,Strategic Planning,Organizational Change,Performance Based Assessment,School Districts,Institutional Mission,State Departments of Education,Guidelines,Goal Orientation,Educational Resources,Capacity Building,Leadership Role,Cooperation,Kindergarten,Elementary Secondary Education,Productivity

Strategic Performance Management (SPM) is a multistep process that guides an organization's leadership in designing and revising a system of strategic performance management. Communication is key to the success of any change initiative. SPM provides a logically coherent process for linking strategic planning with performance management, ultimately engaging every person in a state education agency (SEA), local education agency (LEA), or similar entity in performance-guided, satisfying work connected to the agency's mission. A Communication Lens is applied to SPM to strengthen its implementation and success. This report delivers a step-by-step guide to SPM. The guide includes a Strategic Communication Lens that signals opportunities to engage in communication activities related to the SPM process.
Strategic Performance Management: A Journey in Organizational Effectiveness
Author: Layland, Allison
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Performance Based Assessment,State Departments of Education,School Districts,Public Agencies,Guidelines,Networks,Capacity Building,Productivity,Statewide Planning,Cooperation,Organizational Effectiveness,Administrator Attitudes,Elementary Secondary Education,Kindergarten,Goal Orientation,Federal Programs,Educational Improvement,Organizational Change

Strategic planning and performance management are not new concepts; however, education agencies and other nonprofit organizations have struggled to embrace and use the concepts, especially in unison. The strategic performance management (SPM) process provides a mechanism to bring performance management to state education agencies (SEAs), local education agencies (LEAs), and even schools, individually or through a network (see Layland &amp; Redding, 2017). The experience of the Building State Capacity and Productivity (BSCP) Center and its partner Regional Comprehensive Centers over the past four years has laid a strong foundation to advance SPM for education agencies. This report starts with a summary of the BSCP Center's work with SEAs, districts, and schools. The authors then share successes and lessons learned, and close with suggestions on the future of SPM.
Guidelines: Extended School Year (ESY) Services. Updated
Author: North Dakota Department of Public Instruction
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Extended School Year,Students with Disabilities,Individualized Education Programs,Special Education,Related Services (Special Education),Summer Schools,Public Education,Eligibility,Educational Finance

Some children with disabilities may not receive a free appropriate public education (FAPE) unless they receive needed services during time periods when other children, whether they have a disability or not, normally would not be served. As part of the individualized education program (IEP) process, a multidisciplinary team must determine if a child needs a program of special education and related services extending beyond the normal school year. For such a child, restricting services to a standard number of school days per year does not allow development of an education program that is truly individualized. A child may require extended school year (ESY) services in order to receive FAPE. Reasons why ESY services may be needed vary from child to child, but the end result is that some children may suffer severe losses of social, behavioral, communication, academic or self-sufficiency skills during interruptions in instruction. All children with disabilities who have a current IEP must be considered for ESY services at least annually. The Individuals with Disabilities Education Act (IDEA) 2004 reinforces the requirement that a school district may not limit ESY services to particular categories of disability, or unilaterally limit the type, amount or duration of those services. This report provides guidelines for ESY services on the following topics: (1) determining need for ESY; (2) determining services for ESY; (3) related services; (4) summer school; (5) procedural safeguards; (6) special circumstances; and (7) funding.
Grow Your Own Teachers: A 50-State Scan of Policies and Programs
Author: Garcia, Amaya
Date: 2020-07-20
Type: Reports - Research
Subjects: Partnerships in Education,Teacher Shortage,Bilingual Teachers,English Language Learners,Bilingual Education,Minority Group Students,Minority Group Teachers,High School Students,Paraprofessional School Personnel,School Personnel,Vocational Education,Alternative Teacher Certification,State Policy,State Programs,Teacher Education Programs,School Districts,Community Organizations,Financial Support,Teacher Recruitment

Over the past four years, New America has been researching Grow Your Own (GYO) programs as a strategy for growing and diversifying the teacher workforce. GYO programs--partnerships between school districts, institutions of higher education, and community-based organizations to recruit and prepare community members to become teachers in local schools--are increasingly popular as a strategy for teacher recruitment and development. Research on GYO suggests that homegrown teachers have higher rates of retention and that these programs remove barriers that have kept some individuals from being able to access and persist in a teacher preparation program. At the same time, states are making efforts to increase the racial and linguistic diversity of the teacher workforce. Given the expanding interest in GYO, the author set out to learn more about these programs across the country. A 50-state scan was conducted to identify GYO programs--including target candidates, types of programs, and their design--and to investigate state policies that support GYO program development, implementation, and sustainability. This brief will highlight our findings to help uncover the current state of GYO programs.
Tools for Success in Disruptions: Immediate Recovery and an Opportunity for Change. Toolkit
Author: Corbett, Julie
Date: 2020-00-00
Type: Guides - General
Subjects: COVID-19,Pandemics,Elementary Secondary Education,School Closing,Educational Planning,Crisis Management,Needs Assessment,Strategic Planning,Performance Based Assessment,Personnel Management,Interpersonal Communication,Educational Finance,Labor Relations,Human Resources,Agency Cooperation,Compliance (Legal),Accountability,Evaluation,Risk Management,Instructional Effectiveness,Social Emotional Learning,Trauma,Educational Technology,Technology Uses in Education,Distance Education,Student Diversity,Equal Education,Inclusion,Intervention,Leadership Responsibility

COVID-19 has had a profound impact on all aspects of lives, including how to teach students. It is clear that the K-12 education system as it was known has changed. The pandemic has stressed each level of the education system: the state education agency (SEA), regional education agencies (REA), local education agencies (LEA), tribal education agencies (TEA), and schools. There are immediate needs such as reopening schools, however there are also opportunities to rethink the way schools have been doing things and make the schools that students return to even better than when they left. There are also unprecedented challenges associated with the uncertainties caused by the pandemic. This suite of resources is designed to help SEAs, LEAs, and schools think through their immediate needs as they address issues related to COVID-19. Specific icons are used throughout the document to call attention to tools, examples, and ideas. Discussion questions follow each section and resources to address gaps identified through the discussion questions are included in the Appendices. While the tools and resources in this document address issues related to the pandemic, they can also be applied to any complex problem or disruption. The document guides education leaders as they revamp education systems by highlighting decision points in key operational areas; and providing relevant resources, tools, and discussion questions to be considered to support the successful reopening of schools in the fall. Leaders are encouraged to simultaneously start thinking about the pandemic's longer-term effects and needs (12-18 months out) as they work in the short-term to revamp education systems to serve the needs of all students. For a broad and comprehensive list of links to resources to address these complex issues, see Appendix A, &quot;Reopening School Resources.&quot;
Quality and Schools: Managing School Closings to Optimize Student Outcomes
Author: Berner, Ashley
Date: 2019-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Quality,School Closing,Outcomes of Education,Urban Schools,Case Studies,Elementary Schools,Academic Achievement,High Schools,Transfer Students

Closing schools is challenging. It quickly becomes very political, as it involves numerous stakeholders who each have a different agenda. The focus should naturally be on optimizing outcomes for students, but the process can become so challenging that this goal can get obscured or lost. The need to close schools is often clear. Whether due to declining enrollment, fiscal mismanagement, or low academic performance, the need to make the decision is not ambiguous -- but how to navigate the process is certainly not. No matter the reason for closure, shuttering a school often leads to what one research team called &quot;a period of mourning&quot; (Gordon, 2018) for the school's families, administrators, and teachers. Indeed, school closure can be accompanied by fierce opposition from community leaders and other stakeholders. This policy brief shares two urban case studies: Chicago Public Schools and New York City Department of Education. Both districts closed dozens of schools between 2000 and 2014, and each used different methods and achieved different outcomes. These case studies illustrate that the outcomes of school closures vary, from negative academic impact in Chicago to positive gains in graduation rates and test scores in New York City. The important finding is that the &quot;academic caliber of the schools into which the students move must be considerably higher than schools they left.&quot;