ethanporcaro/eric-fulltext-meta huggingface dataset:
What Consumer Choice in Higher Education Can Teach about Better Serving K-12 Students
Author: Smith, Burck
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Higher Education,High School Students,Online Courses,Resource Allocation,Cost Effectiveness,Nontraditional Students,Delivery Systems,Consumer Economics,Public Schools,Commercialization,Incentives,At Risk Students

Despite overall declines on college enrollment, various accredited and unaccredited providers of postsecondary education delivery are thriving. This success is driven by the economics of the internet and a market structure that allows students to choose and pay for them. Burck Smith, who is the founder of StraighterLine, a company that helps students reduce risk and the price of pursuing a degree, is well aware of the changes in the postsecondary education market of which accredited colleges are a subset. He writes in this article that at the same time, however the K-12 market is not changing. He firmly believes it could, though. Since students at public K-12 schools pay nothing out of pocket, there is little incentive to search for cheaper alternatives and therefore little market for better alternatives. Still, millions of high school students have &quot;opted out&quot; of traditional high schools. Despite high school being free, these students and families have decided that the price is too high, and their time is better spent elsewhere. Some of those students would be likely to reenroll if the high school model more directly served their needs. Those students include dropouts, absentees, teen parents, adults, and home schoolers. Smith's online education company offers online general education college courses at $99 per month with guaranteed credit transfer to colleges desiring to attract students seeking lower prices. Here, based on what he has learned in the postsecondary market place, he offers a few insights. He then applies those lessons to K-12 education. He believes it should be possible to harness the same efficiencies used in the postsecondary market place for K-12 students using a product called intraschool choice (ISC). ISC is introduced as being similar to a cafeteria-style employee benefit plan in which individual employees allocate a predetermined amount of money to their preferred benefits from a catalog of approved choices. Smith asserts that for ISC to deliver on what it promises, it must ensure quality choices, establish accountability, start with those students who are poorly served, and ensure that schools are proactive in determining the range of available choices. Due to the lack of a pricing mechanism, plans such as ISC have yet to emerge in K-12 education. However resource allocation mechanisms such as ISC combined with rigorous assessment performance can offer incentives for students, providers and parents, particularly for students not being served well within the current system.
Expanding Access to College-Level Courses: Early Findings from an Experimental Study of Multiple Measures Assessment and Placement
Author: Cullinan, Dan
Date: 2019-12-00
Type: Reports - Research
Subjects: College Students,Student Placement,Developmental Studies Programs,Remedial Programs,Standardized Tests,Academic Records,Evaluation Methods,Language Tests,Mathematics Tests,Computer Assisted Testing,Automation,College Entrance Examinations

Colleges throughout the United States are evaluating the effectiveness of the strategies used to decide whether to place students into college-level or developmental education courses. Developmental, or remedial, courses are designed to develop the reading, writing, or math skills of students deemed underprepared for college-level courses, a determination usually made through standardized placement tests. However, increasing numbers of colleges are using multiple measures to place students, including additional types of placement tests, high school transcripts, and evaluations of student motivation. The current study was developed to add to the understanding about the implementation, cost, and efficacy of an multiple measures assessment (MMA) system using locally determined rules. As part of a randomized controlled trial, the study team evaluated MMA programs and interviewed and observed staff at five colleges in Minnesota and Wisconsin; it also wrote a short case study about one Wisconsin college. The five colleges in the random assignment study targeted all students taking placement tests in the months before the fall 2018 semester. In the four colleges included in the current analysis, 5,282 students participated in the study; of these, 3,677 were tested for English, and 4,487 were tested for math. The findings suggest that while implementation (especially automation) was not easy, it was possible; and using the new MMA systems became much easier once they were established.
State Policies Impacting CTE: 2018 Year in Review
Author: Association for Career and Technical Education (ACTE)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Vocational Education,Career Readiness,Financial Support,Industry,Partnerships in Education,School Business Relationship,Experiential Learning,Dual Enrollment,Credentials,Graduation Requirements,Access to Education,Equal Education,Teacher Certification,Career Counseling,Governance,Standards,Accreditation (Institutions),Data Collection,Accountability,STEM Education,Secondary Education,Postsecondary Education,Labor Force Development,Adult Education

In the 2018 calendar year, 42 states and Washington, D.C., passed a total of 146 policy actions related to Career and Technical Education (CTE) and career readiness, including legislation, executive orders, board of education actions, budget provisions and ballot initiatives. While roughly 100 fewer policies were passed in 2018 than in 2017, this past year's policies still reflect a commitment from state leaders to advance CTE. Most states have taken action relevant to CTE each year since this annual review was launched. However, the number and content of specific policies ebbs and flows in response to the state and federal policy environment and to policies passed in prior years. A decrease in the number of CTE policies passed compared to previous years should not be misinterpreted as an indication that CTE is not a priority for states. In fact, at least 16 governors identified modernizing CTE as a priority for their states during their 2018 State of the State Addresses. The policy areas that states focused on in 2018 were similar to previous years. States most frequently addressed the following priorities: (1) Funding; (2) Industry partnerships/work-based learning; (3) Dual/concurrent enrollment, articulation and early college; (4) Industry-recognized credentials, tied with graduation requirements; and (5) Access/equity. This report from Advance CTE and the Association for Career and Technical Education (ACTE) is the sixth annual review of CTE and career readiness policies across the United States. It represents the most comprehensive national snapshot of state activity related to CTE and career readiness and provides a critical opportunity for state and national leaders to reflect on national trends and consider future directions. [For the 2017 report &quot;State Policies Impacting CTE: 2017 Year in Review,&quot; see ED592352.]
2019 Fact Book: Arkansas Public Higher Education
Author: Arkansas Division of Higher Education (ADHE)
Date: 2019-12-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Income,Expenditures,Operating Expenses,Two Year Colleges,Universities,State Aid,State Legislation,Colleges,Public Colleges,College Athletics,Educational Finance,Resource Allocation,Financial Support,Tuition,Fees,Federal Aid,Grants,Donors,Endowment Funds,Salaries,Libraries,Research,Museums,Student Personnel Services,Maintenance,Scholarships,College Housing,Food Service,School Health Services

This publication provides governmental and higher education decision-makers a statewide perspective of Arkansas public higher education finance for the 2019-21 biennium, as well as trends for the past several years. It also contains a detailed financial profile of each institution and presents a basis for comparative assessments of revenue sources and expenditure patterns. The Fact Book contains seven sections: (1) the Arkansas Higher Education Coordinating Board recommendations for appropriations for the 2019-21 biennium; (2) 2019-21 legislative appropriations; (3) funding history of Arkansas higher education; (4) history of current fund revenues and expenditures; (5) history of unrestricted educational and general and auxiliary revenues and expenditures; (6) history of athletic revenues and expenditures; and (7) miscellaneous supplemental information. The Financial Profiles section of the 2019 Fact Book relies on Series 17 information submitted by institutions of higher education for revenue and expenditure breakouts. Also, in an effort to assist the reader in analyzing specific trends, Section 5 focuses on individual institutions with profile sections that contain five years of data. [For the 2017 Fact Book, see ED596327.]
Examining How Rural Ecological Contexts Influence Children&apos;s Early Learning Opportunities
Author: Iruka, Iheoma U.
Date: 2019-00-00
Type: Reports - Research
Subjects: Rural Areas,Context Effect,Environmental Influences,Poverty,Early Childhood Education,Access to Education,Family Involvement,Community Resources,Diversity,Barriers,Rural Education,Student Mobility,Family School Relationship,Educational Resources,Educational Policy,Educational Practices

According to Bronfenbrenner's bioecological theory (Bronfenbrenner &amp; Evans, 2000), children's early development and learning are influenced by multiple systems, including the microsystem (e.g., family poverty level), mesosystem (e.g., home-school partnership), exosystem (e.g., community type, early education policies), and macrosystem (e.g., rural culture). Given the lack of early education studies focused on rural communities, we sought to explore how these ecological systems are linked to children's early learning experiences, with a particular focus on educators' perceptions of how these ecosystems influence children's learning environments and opportunities. Based on interviews and focus groups with school leaders, educators, and parents in 10 rural school districts, we found that children in one rural state experienced diversity in ecological systems that may impact their opportunities for learning. In particular, there was a range in the level of familial poverty, early education access, family-school engagement, available community resources, and cultural diversity in these rural communities. Implications for policies and practices to support children's early learning in rural communities in light of their unique challenges and assets are discussed. [This paper will be published in &quot;Early Childhood Research Quarterly.&quot;]
Building Assets and Reducing Risks (BARR) Validation Study. Final Report
Author: Bos, Johannes M.
Date: 2019-07-00
Type: Reports - Research
Subjects: Grade 9,High Schools,High School Freshmen,Program Effectiveness,Risk Management,Barriers,Teacher Collaboration,Data Use,Academic Achievement,Academic Failure,Grade Point Average,Scores,Reading Achievement,Mathematics Achievement,Achievement Tests,Interpersonal Relationship,Teacher Expectations of Students,Student Attitudes,Learner Engagement,Attendance,Suspension,Academic Persistence,Student Behavior,Student School Relationship,Social Development,Emotional Development,Self Efficacy,Teacher Attitudes,Parent Teacher Cooperation,Accountability,Gender Differences,Racial Differences,Ethnicity

This is the final report of a large-scale independent evaluation of the Building Assets and Reducing Risks (BARR) model in ninth grade in eleven high schools in Maine, California, Minnesota, Kentucky, and Texas. This sample of schools included large and small schools in urban, suburban, and rural areas, serving students from a wide range of demographic and socio-economic backgrounds. Funded with a validation grant from the U.S. Department of Education's Investing in Innovation (i3) program and carried out by researchers at the American Institutes for Research (AIR), this evaluation used random assignment of ninth-grade students to BARR and control conditions to estimate the impacts of the BARR model after one year. The evaluation also assessed the fidelity of implementation of BARR in the eleven study schools and identified barriers to and facilitators of successful implementation. The evaluation focused on several teacher- and student-level outcomes. The teacher outcomes included measures of teacher collaboration, and use of data, among others. The academic outcomes included course failure, students' grade point average (GPA), and performance on the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) standardized reading and mathematics assessments. Student-reported experiences included measures of supportive relationships, perceptions of teachers' expectations of them, student engagement, and others. In addition to these outcomes, the report includes impact estimates for attendance, suspensions, and persistence into 10th grade. [This report was written with Brenna O'Brien, Cheryl Graczewski, So Jung Park, Feng Liu, Ethan Adelman-Sil, Lynn Hu.]
Longitudinal and Geographic Trends in Family Engagement during the Pre-Kindergarten to Kindergarten Transition
Author: Sheridan, Susan M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Family Involvement,Preschool Children,Kindergarten,Student Adjustment,Rural Urban Differences,Parent Role,Interpersonal Communication,Family Environment,Parent Teacher Cooperation,Family School Relationship,Parent Background,Individual Characteristics,Geographic Location,School Readiness

The transition to kindergarten is foundational for children's future school performance and families' relationships with the educational system. Despite its well-documented benefits, few studies have explored family engagement across the pre-Kindergarten (pre-K) to kindergarten transition nor considered the role of geographic context during this period. This study examined trajectories of family engagement across the pre-K to K transition, and identified whether engagement differs for families in rural versus urban settings. Participants were 248 parents of children who participated in publicly funded pre-K programs and transitioned one year later into kindergarten. Home-based involvement increased from pre-K through kindergarten. School-based involvement increased during pre-K and decreased through the end of kindergarten. Structural and relational communication remained stable during pre-K and decreased through the end of kindergarten. Compared to urban parents, rural parents reported less home-based involvement, structural communication, and relational communication. Implications for practice and policy are explored. [This article was published in &quot;Early Childhood Education Journal.&quot;]
A Student Focused National Career Education Strategy: Ready for a World Yet to Be Imagined
Author: Australian Government Department of Education and Training
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Career Education,Career Development,Career Readiness,Skill Development,Employment Qualifications,Job Skills,School Business Relationship,Teacher Role,Leadership Responsibility,Parent Role,21st Century Skills,Partnerships in Education,Student Needs,Foreign Countries

The &quot;Student Focused National Career Education Strategy&quot; was developed in collaboration with a national group that brought together the voices of education, business and industry, parents and carers, career practitioners and youth. To prepare students for their future careers, the strategy focuses on the importance of building the skills and general capabilities they will need in the workplace; strengthening school and employer collaboration; and developing students' career management and navigation skills. The vision is that every student in every school has access to high-quality career education to help them make a successful transition from school to further education, training, work or a combination of these. The high-level style of the strategy is designed to allow flexibility in its use by the broadest range of stakeholders, including school systems, school leaders and teachers, parents and communities, industry and individual employers. It focuses on improving career education in schools by: (1) building teacher and school leader capability; (2) supporting parents and carers in their important role in these conversations; and (3) encouraging collaboration between industry and schools. [Title varies: &quot;Future Ready: A Student Focused National Career Education Strategy.&quot;]
Get Smart about Social and Emotional Learning Measurement
Author: Hamilton, Laura S.
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Measurement Techniques,Educational Practices,Educational Environment,Competence,Student Characteristics,Student Evaluation,Evaluation Methods,Family Involvement,Teacher Participation

Social and emotional learning (SEL) has become popular among many education scholars, policymakers, and practitioners. State and federal education agencies have signaled to educators that they value SEL-related practices and outcomes, and professional organizations' journals are increasingly filled with SEL content. SEL is typically defined as the process through which students develop interpersonal skills, such as social awareness, and intrapersonal skills, such as emotion regulation. This definition is quite broad, and educators have access to a mind-boggling number of frameworks that list and define specific skills. How advocates choose to measure SEL will play a critical role in shaping the effort's goals and success. The lack of clarity and consensus around SEL creates a specific challenge when it comes to devising credible measures, so schools must be mindful of using instruments carefully and avoiding overreliance on formal assessments. District and school leaders should take care to solicit feedback from teachers and families about how to customize SEL measures when needed and evaluate what is and is not working. In this paper, the authors suggest how districts and schools should engage in a thoughtful process to choose SEL measures and communicate why they are doing so to teachers and families.
ESSA and Digital Learning: Closing the Digital Accessibility Gap. The 10
Author: Crossland, Alise
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Access to Computers,Students with Disabilities,English Language Learners,Teaching Methods,Elementary Secondary Education,Educational Legislation,Federal Legislation,Equal Education,Individualized Instruction,Technology Integration,Barriers,Usability

There's unprecedented opportunity for state and local educators to invest in digital tools and professional development to transform teaching and learning. Rapidly evolving technology has provided new ways for all students, including those with disabilities to learn and for educators, students, and their families to interact. At the same time, the Every Student Succeeds Act (ESSA) provides an impetus for educators to reshape their technology initiatives to account for the intersection of accessibility, educational technology, and assistive technology. How should educators approach this opportunity--and ensure that &quot;all&quot; learners, including those with disabilities and limited English proficiency, can access digital learning? What is important for educators to consider when purchasing new technology? The latest edition of The Ten Series answers 10 of the most asked questions from key stakeholders, including state and district leaders, educators, and families.
PAL: A Provocative Framework for Assessment and Evaluation of &apos;Timeless&apos; Topics in Technology-Driven &apos;Classroom&apos; Learning Environments
Author: Nix, Rebekah K.
Date: 2018-02-18
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Learning Processes,Discovery Learning,Science Instruction,Internet,Computer Simulation,Technology Integration,Scoring Rubrics

Twenty years after its first application, the Integrated Science Learning Environment model (ISLE) proved still-useful in catalyzing novel thinking about the role of artifacts in shaping Holocaust remembrance at the graduate level. Drawing on new ideas from museum science and technology design, an updated framework, called Provocative Artifacts for Learning (PAL), accounts for advances in educational technologies, mobile capabilities, and 21st-century pedagogy. This paper provides a brief description of the historical development, practical design, and use of the PAL model. Because PAL encompasses two separate but linked items (defined as A1 and A2), the different sides of the axes are related but not antithetically (as in assessment versus evaluation). The meaning-making around A1 develops from the evaluation of place, time, and person, bringing to light critical issues regarding access, bias, and provenance. The sense-making around A2 is revealed in the assessment of the mechanics, dynamics, and discovery evidenced in the final product or outcome of the activity that promotes critical voice, shared control, and student negotiation. In creating A2, students apply what they learned from evaluating A1. In assessing A2, teachers provide feedback that is directly related to the study of A1. In today's rapidly changing techno-culture, this new approach to evaluation gives traditional topics a new relevancy. In turn, practicing the agnostic skills of judging the influencing (often hidden) aspects in both directions allows learners to experience iterative knowledge discovery supported by metacognition. Giving agency to students empowers them to appreciate and personalize new knowledge can lead to transfer. This 'next-generation literacy' likely will be able to transfer across domains we cannot yet imagine. PAL seeks to help educators find the right balance to perpetuate an integrated culture (milieu) in which humans maintain control over decision-making processes, individually and for the collective good.