ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Early Literacy Policy Work in Kentucky: Three Considerations for Policymakers on the &quot;Read to Succeed&quot; Act
Author: Cummings, Amy
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Emergent Literacy,State Policy,Grade 3,Grade Repetition,Literacy Education,Reading Skills,State Legislation,Primary Education,Reading Achievement,Evidence Based Practice,Reading Instruction

In recent decades, state policymakers across the country have turned to early literacy policies to address students' reading proficiency--particularly in third grade. Though states' policies vary widely in terms of the interventions and supports provided to educators and students, their intent is similar: to get students reading on grade level by the end of third grade. As of 2021, 46 states and the District of Columbia (D.C.) have at least one policy related to third-grade literacy. Nineteen of these states have retention-based policies--meaning that they identify for retention third graders whose state assessment results fall below an established cut score. This brief reviews the research on early literacy policies and concludes that while they may be effective at improving student achievement in the short term, these policies do not include a full range of best practices in literacy instruction. Considering the ultimate goal of improving students' early reading skills, this brief provides recommendations for policymakers to create effective literacy legislation.
Distance Learning and Undergraduate Saudi Students&apos; Agency during the COVID-19 Pandemic
Author: Al-Jarf, Reima
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,School Closing,Computer Mediated Communication,Goal Orientation,Self Efficacy,Learner Engagement,Student Motivation,Teacher Attitudes,Student Attitudes,Grades (Scholastic),Student Evaluation,Student Behavior,Tests,Foreign Countries,Undergraduate Students,Personal Autonomy

To investigate college students' agency during the COVID-19 pandemic, a sample of translation students and instructors was surveyed. It was found that 55% of the participants were dissatisfied with distance learning (DL), online communication and had difficulty understanding online lectures. Findings also showed absence of goals, low self-efficacy, low student engagement and motivation, and a negative role. The most common concern was exams and passing courses with high grades. Instructors reported that many students were not interested in online learning, in doing assignments, refused to give oral presentations, did not participate in online class discussions, preferred lecture recordings, cheated on exams, overslept and started exams late. Recommendations for increasing translation students' agency in DL are given.
Teaching Reading to EFL Freshman Arabic Students Online
Author: Al-Jarf, Reima S.
Date: 2019-12-00
Type: Journal Articles
Subjects: College Freshmen,Females,Late Adolescents,Reading Instruction,Reading Skills,Reading Achievement,Instructional Effectiveness,Positive Attitudes,Correlation,Electronic Learning,Online Courses,Learning Analytics,Semitic Languages,English (Second Language),Second Language Learning,Foreign Countries

The study investigated the effects of using an online course on reading skill development in Saudi EFL freshman students. Reading pre-test scores showed no significant differences between the experimental and control groups in their reading skill level. Then, both groups studied the same reading textbook, and completed the same lessons and exercises in that textbook in class. In addition, the experimental group used an online reading course with Nicenet which they accessed from home. The students checked the online reading texts, did the reading exercises, responded to the questions and discussion threads, added reading links, and posted reading threads. Comparisons of the reading post-test mean scores showed significant differences between the experimental and control groups in favor of the experimental group. Results showed that use of an online reading course from home as a supplement to in-class reading instruction helped enhance EFL students' reading skills in English. The students and instructor's attitudes, roles and the problems they faced are reported.
2020 Annual Disability Statistics Compendium
Author: Paul, S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Income,Health Insurance,National Surveys,Poverty,Family Environment,Veterans,Rural Areas,Health,Social Services,Education,Vocational Rehabilitation,Public Policy,High School Graduates,College Graduates,Educational Attainment,Population Trends,Independent Living

The &quot;Annual Disability Statistics Compendium&quot; and its complement, the &quot;Annual Disability Statistics Supplement&quot; (ED613090) are summaries of statistics about people with disabilities and about the government programs which serve them. The compendium presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, and other statistics. Though the &quot;2020 Annual Disability Statistics Compendium&quot; does not include any new sections, it has incorporated a few changes: (1) The source of all statistics previously reported from the American Community Survey 1-year estimates has changed to the American Community Survey public use microdata sample; and (2) Most statistics based on the American Community Survey public use microdata sample are reported for the age group 18-64 years. A companion &quot;Annual Report&quot; (ED613092) is available, providing graphic representations of key findings. [For the 2019 Compendium, see ED605680.]
Effects of Electronic Homework-Assignments on Arabization Skill Development in Student-Translators
Author: Al-Jarf, Reima
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Semitic Languages,Language Processing,Homework,Assignments,Language Teachers,Feedback (Response),Teacher Student Relationship,Dictionaries,Electronic Publishing,Error Patterns,Error Correction,Second Languages,Student Attitudes,Web Sites,Electronic Mail,Computer Mediated Communication,Group Discussion,Integrated Learning Systems,Females,Undergraduate Students,Foreign Countries,English (Second Language)

An asynchronous online discussion forum was created and used to post Arabization homework-assignments consisting of application questions and discussion threads covering the topics taught in class. The instructor gave communicative feedback on the location and types of errors. Errors were color-coded. No correct answers were provided. The participants revised their responses and re-posted them for further feedback. Tips on how to answer questions and what an answer should cover were given. The participants had access to a variety of online dictionaries and resources. At the end of the semester, participants responded to a questionnaire regarding their online homework experience. Participant views and further reflections on online homework are given.
Nurturing the Caregiving Economy: A Model for Mapping Career Pathways in Early Childhood Education
Author: Council for Adult and Experiential Learning (CAEL)
Date: 2021-00-00
Type: Reports - Research
Subjects: Models,Career Pathways,Early Childhood Education,Child Care,Early Childhood Teachers,Child Caregivers,COVID-19,Pandemics,Role,Work Environment,Labor Force Development

The availability of affordable and high-quality child care has long been an issue for the workforce. The escalation of this challenge during the COVID-19 pandemic brought needed attention and federal funding to support the child care industry and working parents. While such financial support is critical, the early childhood education (ECE) industry also needs to be prioritized within workforce systems to help address the supply problem. Creating a pipeline of qualified early childhood education and child care practitioners will ensure that these services are more readily accessible and affordable. This research brief shares some of the highlights from CAEL's recent research on ECE career pathways and provides recommendations for workforce boards and postsecondary institutions interested in supporting these pathways in their own work.
2020 Annual Disability Statistics Supplement
Author: Paul, S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Income,Poverty,Educational Attainment,High School Graduates,College Graduates,Health Insurance,Population Trends,Institutionalized Persons,Residential Institutions,Transportation,Accessibility (for Disabled),Housing,Occupations,Place of Residence,Veterans,Rural Areas,Health,Social Services,Education,Vocational Rehabilitation,Public Policy,Age Differences,Symptoms (Individual Disorders),Racial Differences,Ethnicity,Gender Differences,Independent Living,Access to Health Care

The &quot;Annual Disability Statistics Supplement&quot; is a companion report to the &quot;Annual Disability Statistics Compendium.&quot; The &quot;Supplement&quot; presents statistics on the same topics as the Compendium with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the Supplement, a companion &quot;Annual Report&quot; (ED613092) is available, providing graphic representations of key findings. [For the 2019 Supplement, see ED605683.]
2020 Annual Report on People with Disabilities in America
Author: Houtenville, A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment Level,Income,Poverty,Educational Attainment,High School Graduates,College Graduates,Marital Status,Health Insurance,Population Trends,Institutionalized Persons,Residential Institutions,Transportation,Accessibility (for Disabled),Housing,Access to Health Care

The &quot;2020 Annual Report on People with Disabilities in America&quot; is a companion volume to the &quot;2020 Annual Disability Statistics Compendium&quot; (ED613086) and &quot;Supplement&quot; (ED613090). Indicators were in the following areas of interest: employment, educational attainment, health and health care, financial status and security, leisure recreation, personal relationships, and crime/safety. It appears that there was not a great deal of change between 2018 to 2019 (the most recent year available) in the indicators track of the Annual Report. The exceptions are: (1) An increase in the size of the U.S. population with disabilities, percentage-wise; (2) A narrowing of the &quot;employment gap;&quot; (3) A narrowing of the &quot;recently constructed housing gap;&quot; and (4) An increase in the &quot;disablement index&quot; (i.e., reporting of independent living difficulty among persons reporting hearing, vision, ambulatory, and cognitive difficulties). [For the 2019 Annual Report, see ED605685.]
A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
Author: Shakeel, M. Danish
Date: 2021-04-20
Type: Reports - Research
Subjects: Academic Achievement,Socioeconomic Status,Race,Ethnicity,Age Differences,Mathematics Achievement,Reading Achievement,National Competency Tests,Achievement Tests,International Assessment,Elementary Secondary Education,Foreign Countries,Intelligence Quotient,Gender Differences,Racial Differences,Grade 4,Grade 8,Grade 12,Elementary School Students,Secondary School Students

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
The (Mis)Treatment and (Non)Education of Unaccompanied Immigrant Children in the United States
Author: López, Ruth M.
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Undocumented Immigrants,Immigration,Public Policy,Trauma,Childhood Needs,Access to Education,Critical Theory,Race,Foreign Countries,Political Issues,Racial Bias,Racial Discrimination,Legal Responsibility,Child Welfare,COVID-19,Pandemics,Public Schools,Educational Research,Research Needs,Adolescents,Children,Board of Education Role,College Role,Researchers

The focus of this brief is on the education of unaccompanied immigrant children arriving from Central America and Mexico, fleeing violence and poverty in their countries. Upon arrival, these children encounter a complicated immigration legal system, while having to navigate a new society within an anti-immigrant sociopolitical context. In recent years, these unaccompanied children have been exposed to traumatic situations such as overcrowded detention centers and abuse. After an analysis of research around this issue, the brief provides recommendations for policymakers and leaders to alleviate the trauma suffered by these children and to ensure that they receive necessary educational and coordinated supports.
VET Student Outcomes 2020. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Outcomes of Education,Graduates,Student Satisfaction,Vocational Schools,Secondary School Students,Dropouts,Academic Persistence,Postsecondary Education,Employment Level,Income,Occupations,Educational Certificates,Job Training,Employment Qualifications,Job Skills,COVID-19,Pandemics

This product provides a summary of the outcomes and satisfaction of students who completed nationally recognised vocational education and training (VET) delivered by registered training organisations (RTOs) in Australia during 2019 using data collected between June and September 2020. The figures are derived from the National Student Outcomes Survey, which is an annual survey of VET students. Historically the National Student Outcomes Survey included graduates (students who completed a qualification) and subject completers (students who completed at least one subject and left the VET system without obtaining a qualification). To better reflect the training undertaken in the VET system, the survey has been segmented by training type. Highlights include: In 2020, the most common reason for undertaking training: for qualification completers and part-completers was 'to get a job', at 25.7 per cent and 22.4 per cent respectively; and for short course completers, part-completers and subject(s) only completers was because 'it was a requirement of my job', ranging from 39.6 per cent to 50.2 per cent. Lower proportions of qualification completers and qualification part-completers were employed before training than any other group. Proportions employed before training were: 64.7 per cent for qualification completers; 64.1 per cent for qualification part-completers; 82.2 per cent for short course completers; 83.2 per cent for short course part-completers; and 86.2 per cent for subject(s) only completers. In 2020, a lower proportion of qualification part-completers had an improved employment status after training than any other group. Proportions with an improved employment status after training were: 56.0 per cent for qualification completers; 49.7 per cent for qualification part-completers; 58.4 per cent for short course completers; 59.4 per cent for short course part-completers; and 61.3 per cent for subject(s) only completers. In 2020, a lower proportion of qualification part-completers was satisfied with the overall training than any other group. Proportions satisfied with the overall quality of training were: 88.4 per cent for qualification completers; 76.1 per cent for qualification part-completers; 93.3 per cent for short course completers; 89.6 per cent for short course part-completers; and 92.2 per cent for subject(s) only completers. [For the 2019 report, see ED613110.]
State and District Use of Title II, Part A Funds in 2019-20. NCEE 2021-011
Author: Isenberg, Eric
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Finance,Federal Aid,Financial Support,Resource Allocation,School Districts,Professional Development,Teacher Recruitment,Teacher Persistence,Class Size

Increasing student achievement by improving the quality and effectiveness of teachers, principals, and other school leaders is one of the key goals of the Elementary and Secondary Education Act (ESEA). Title II, Part A of ESEA (Title II-A) provides over $2 billion per year in funding to states and districts to support effective instruction through the preparation, recruitment, and training of educators. The Every Student Succeeds Act (ESSA), which reauthorized the ESEA in 2015, provided greater flexibility for states and districts in how they use Title II-A funds by expanding the option to transfer funds to other ESEA programs and authorizing states to set aside additional funds for training principals and other school leaders. This report, required by Congress, provides a national picture of state and district priorities for Title II-A funds in the 2019-20 school year. Key findings: (1) About half of the states and a quarter of the districts used new ESSA flexibility; (2) Professional development was a popular and substantial use of districts' Title II-A funds, with both short- and long-term training in common; and (3) To a lesser extent, districts invested in recruiting and retaining effective educators and reducing class size. [For the appendices, see ED613107. For the Study Highlights, see ED613109. For the 2018-19 report, see ED610914.]
Virtual Schools in the U.S. 2021
Author: Molnar, Alex, Ed.
Date: 2021-05-00
Type: Collected Works - General
Subjects: Virtual Schools,Elementary Secondary Education,Public Schools,State Legislation,Educational Policy,State Policy,Blended Learning,Enrollment,Student Characteristics,Academic Achievement,Educational Research,School Effectiveness,Educational Finance,Governance,Educational Quality,Teacher Effectiveness

The COVID-19 pandemic has pushed virtual schooling to the forefront of the national educational landscape. Long-time proponents of this technology quickly positioned digital programs and platforms as the obvious solution for schools that had to close buildings to avoid transmitting the virus. The pandemic exacerbated a trend that NEPC virtual schools' reports have documented since 2013. While it is clear that virtual schools--particularly for-profit virtual schools--are expanding rapidly, there remains little research evidence to support or justify the expansion. Moreover, there is little policymaking at the state level adequate to the task of ensuring the quality of education that virtual school students receive. &quot;Virtual Schools in the U.S. 2021&quot; provides scholarly analyses of the characteristics and performance of full-time, publicly funded K-12 virtual schools; reviews the relevant available research related to virtual school practices; provides an overview of recent state legislative efforts to craft virtual school policy; and offers policy recommendations based on the available evidence. [Contributors to the research brief include Gary Miron, Michael K. Barbour, Luis Huerta, Sheryl Rankin Shafer, Jennifer King Rice, Amanda Glover, Nathan Browning, Shelby Hagle, and Faith Boninger. For &quot;Virtual Schools in the U.S. 2019,&quot; see ED595244.]
State and District Use of Title II, Part A Funds in 2019-20. Appendices. NCEE 2021-011a
Author: Isenberg, Eric
Date: 2021-06-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Finance,Federal Aid,Financial Support,Resource Allocation,School Districts,Professional Development,Teacher Recruitment,Teacher Persistence,Class Size

These are the appendices for &quot;State and District Use of Title II, Part A Funds in 2019-20.&quot; The study is designed to provide information about how states and districts use Title II-A funds, in response to a statutory requirement to collect and publicly report this information annually. The report is based on surveys of all states and of a nationally representative sample of school districts, including a state representative sample of school districts and a nationally representative sample of charter school districts. Specific topics covered in the surveys include the types of activities supported with Title II-A funds and use of funding flexibility provided under the statute. There are five appendices in the document, including: (1) Study Purpose and Methodology; (2) Additional Report Exhibits; (3) Supplementary Exhibits; (4) State-by-State Exhibits; and (5) Survey Instruments. [For the full report, see ED613104. For the Study Highlights, see ED613109.]
State and District Use of Title II, Part A Funds in 2019-20. Study Highlights. NCEE 2021-011
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Finance,Federal Aid,Financial Support,Resource Allocation,School Districts,Professional Development,Teacher Recruitment,Teacher Persistence,Class Size

This report presents the study highlights from the full report, &quot;State and District Use of Title II, Part A Funds in 2019-20. NCEE 2021-011.&quot; The report, required by Congress, provides a national picture of state and district priorities for Title II-A funds in the 2019-20 school year. State and district surveys on the use of Title II-A funds were administered in the spring and summer of 2020. The district sample of 5,515 school districts included enough districts in each state to permit state-level estimates of districts' use of Title II-A funds. Key findings include: (1) About half of the states and a quarter of the districts used new ESSA flexibility; (2) Professional development was a popular and substantial use of districts' Title II-A funds, with both short- and long-term training in common; and (3) To a lesser extent, districts invested in recruiting and retaining effective educators and reducing class size. [For the full report, see ED613104. For the appendices, see ED613107.]