ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding Patterns in Objects and Numbers: Repeating Patterning in Pre-K Predicts Kindergarten Mathematics Knowledge
Author: Zippert, Erica L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Prior Learning,Pattern Recognition,Preschool Education,Preschool Children,Kindergarten,Mathematics Education,Numeracy,Predictor Variables,Sequential Learning,Mathematics Instruction,Mathematics Skills,Mathematics Tests,Intelligence Tests

Both recent evidence and research-based early mathematics curricula indicate that repeating patterns--predictable sequences that follow a rule--are a topic of major importance for mathematics development. The purpose of the current study was to help build a theory for how early repeating patterning knowledge contributes to early math development, focusing on development in children ages 4-6. The current study examined the relation between 65 preschool children's repeating patterning knowledge (via a fast, teacher friendly measure) and their end-of-kindergarten broad math and numeracy knowledge, controlling for verbal and visual-spatial working memory (WM) skills as well as end-of-pre-k broad math knowledge. Relations were also examined between repeating patterning and specific aspects of their numeracy knowledge--knowledge of the count sequence to 100 and the successor principle. Children's repeating patterning knowledge was significantly predictive of their broad math and general numeracy knowledge, as well as one specific aspect of their numeracy knowledge (counting to 100), even after controlling for verbal and visual-spatial WM skills. It remained a unique predictor of general numeracy knowledge and count to 100 after controlling for end-of-pre-K broad math knowledge. The relation between repeating patterning and mathematics may be explained by the central role that identifying predictable sequences based on underlying rules plays in both. Theories of math development and early math instruction standards should give greater attention to the role of children's repeating patterning knowledge. [This paper will be published in the &quot;Journal of Experimental Child Psychology.&quot;]
School Meals and Other Child Nutrition Programs: Background and Funding. CRS Report R46234, Version 3
Author: Billings, Kara Clifford
Date: 2020-02-13
Type: Reports - Descriptive
Subjects: Breakfast Programs,Lunch Programs,Nutrition,Federal Programs,Federal Aid,Educational Finance,Eligibility,Educational Policy,Food Service,Standards

The federal government has a long history of investing in programs for feeding children, starting with federal aid for school lunch programs in the 1930s. Today, federal child nutrition programs support food served to children in schools and a variety of other institutional settings. The child nutrition programs support meals and snacks served to children in schools, child care, summer programs, and other institutional settings in all 50 states, the District of Columbia, and the U.S. territories. The programs are administered by the U.S. Department of Agriculture's (USDA's) Food and Nutrition Service (FNS), which provides federal aid to state agencies (often state departments of education) for distribution to school districts and other participating institutions. This report starts with an overview of child nutrition programs' funding and then provides detail on each program, including a discussion of how the programs are administered at the federal, state, and local levels; eligibility rules for institutions and participants; nutritional and other program requirements; and recent policy changes.
Indian Elementary-Secondary Education: Programs, Background, and Issues. CRS Report RL34205, Version 16. Updated
Author: Dortch, Cassandria
Date: 2020-07-28
Type: Reports - Descriptive
Subjects: American Indian Education,Elementary Secondary Education,Federal Aid,Public Education,American Indian Students,Alaska Natives,Federal Programs,American Indians,Educational Legislation,Tribally Controlled Education,Student Transportation,Early Childhood Education,Early Intervention,Family Programs,Grants,Residential Programs,Juvenile Justice,Facilities Management,Federal Legislation,Students with Disabilities,Equal Education,Homeless People,Infants,Toddlers,Low Achievement,Native Language Instruction,Violence,Crime,Substance Abuse,Access to Computers,Accountability

The federal government provides child development, elementary and secondary education, and educational assistance to Indian children, in a federal school system and in public school-systems that predominantly receive state and local funding. The Bureau of Indian Education (BIE) in the U.S. Department of the Interior (DOI) oversees the federally funded BIE system of elementary and secondary schools. This report provides a brief history of federal Indian education programs, a discussion of students served by these programs, an overview of programs and their funding, and brief discussions of selected issues in Indian education.
Rethinking Early Elementary Grade Retention: Examining Long-Term Academic and Psychosocial Outcomes
Author: Hwang, Sophia H. J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade Repetition,Elementary School Students,Primary Education,Grade 1,Grade 2,Outcomes of Education,Academic Achievement,Student Development,Adolescents,Reading Achievement,Middle School Students,Longitudinal Studies,Children,Surveys

Grade retention, the practice of requiring a student to remain in the same grade the following year, disproportionately affects students with sociodemographic risk and facing academic challenges. Each year, the United States spends $20 billion on retention and two million children are retained. Extant studies examining early elementary grade retention generally focus on short-term effects and academic outcomes; little is known about long-term effects on academic and psychosocial outcomes in the middle grades. The current study uses propensity score methods and a national data set to estimate the effect of first- or second-grade retention on academic achievement and psychosocial outcomes six or seven years later. By comparing students who were retained to students who were similar on observed characteristics but otherwise promoted, we generate causal estimates that show a statistically significant negative effect of retention on reading achievement. Significant and robust effects were not consistently detected for other academic or psychosocial outcomes. As grade retention is a widely used educational intervention, implications for its effectiveness from a policy and practice perspective are discussed. [This article was published in &quot;Journal of Research on Educational Effectiveness&quot; (EJ1202584).]
Higher Education Tax Benefits: Brief Overview and Budgetary Effects. CRS Report R41967, Version 45. Updated
Author: Crandall-Hollick, Margot L.
Date: 2020-07-20
Type: Reports - Descriptive
Subjects: Taxes,Educational Policy,Higher Education,College Students,Paying for College,Tax Credits,Educational History,Federal Legislation,Incentives,Income,Student Loan Programs,Money Management,Costs,Student Financial Aid,Federal Aid,Grants,Scholarships,Tuition

Since 1997, education tax benefits have become an increasingly important component of federal higher education policy. For the 2019 and 2020 tax years, 12 tax benefits are available for college students and their parents to help pay for higher education. In 2025, absent legislative action, this number will increase to 13: two provisions which are temporarily suspended are scheduled to be in effect--the personal exemption for dependents (including college-age dependents) and miscellaneous itemized deductions (including for unreimbursed work-related education expenses)--while one benefit is scheduled to have expired--the above-the-line tuition and fees deduction, which is currently in effect through the end of 2020. This report provides a brief overview of the higher education tax benefits that are currently available to students and their families. The report contrasts higher education tax benefits with traditional student aid; presents a brief history of higher education tax policy over the past 60 years, including recent legislative proposals to modify these tax incentives; summarizes key features of the available tax benefits; and provides JCT estimates of revenue losses resulting from individual tax provisions. The summary is contained in Table 1 and provides information on various aspects of each tax benefit including the type of benefit (credit, deduction, etc.), the annual dollar amount of the benefit, what expenses qualify for the benefit, what level of education the benefit can be claimed for, income levels at which the benefit phases out, and, if the provision is temporary, when it expires. Table 2 contains estimates of the annual forgone federal revenue attributable to each provision.
CARES Act Education Stabilization Fund: Background and Analysis. CRS Report R46378, Version 4. Updated
Author: Skinner, Rebecca R.
Date: 2020-08-06
Type: Reports - Descriptive
Subjects: COVID-19,Federal Legislation,Educational Finance,Emergency Programs,Federal Programs,Elementary Secondary Education,Higher Education,Federal Aid,Grants,Resource Allocation

On March 13, 2020, President Trump declared the COVID-19 outbreak a national emergency, beginning March 1, 2020. On March 27, 2020, the Coronavirus Aid, Relief, and Economic Security Act (CARES Act; P.L. 116-136) was signed into law. Included in the act was the Education Stabilization Fund (ESF), which was created &quot;to prevent, prepare for, and respond to coronavirus, domestically or internationally.&quot; The ESF is composed of three emergency relief funds: (1) a Governor's Emergency Education Relief (GEER) Fund; (2) an Elementary and Secondary School Emergency Relief (ESSER) Fund; and (3) a Higher Education Emergency Relief Fund (HEERF). The ESF is administered by the U.S. Department of Education (ED). This report begins with an overview of the appropriations available for the ESF and the required reservations of funds. It then discusses each of the emergency education relief funds. For the emergency education relief funds for which ED has published grant amounts (i.e., GEER Fund, ESSER Fund, and HEERF), ED's allocations have been included in this report. This is followed by an overview of the other provisions included in the ESF: assistance to non-public schools, continued payments to employees, definitions, and maintenance of effort (MOE) provisions. The last section of the report discusses reporting requirements included in the CARES Act that apply to amounts awarded through the emergency education relief funds. Table A-1 in the Appendix shows grant amounts by state for all three emergency education relief funds.
Creating Images with the Stroke of a Hand: Depiction of Size and Shape in Sign Language
Author: Lu, Jenny C.
Date: 2018-07-00
Type: Reports - Research
Subjects: Geometric Concepts,Identification,Classification,Nonverbal Communication,Deafness,American Sign Language,Task Analysis,Pictorial Stimuli,Comparative Analysis,Individual Differences

In everyday communication, not only do speakers describe, but they also depict. When depicting, speakers can take on the role of other people and quote their speech or imitate their actions. In previous work, we developed a paradigm to elicit depictions in speakers. Here we apply this paradigm to signers to explore depiction in the manual modality, with a focus on depiction of the size and shape of objects. We asked signers to describe two objects that could easily be characterized using lexical signs (descriptive elicitation), and objects that were more difficult to distinguish using lexical signs, thus encouraging the signers to depict (depictive elicitation). We found that signers used two types of depicting constructions (DCs), conventional DCs and embellished DCs. Both conventional and embellished DCs make use of categorical handshapes to identify objects. But embellished DCs also capture imagistic aspects of the objects, either by adding a tracing movement to gradiently depict the contours of the object, or by adding a second handshape to depict the configuration of the object. Embellished DCs were more frequent in the depictive elicitation context than in the descriptive conventional context; lexical signs showed the reverse pattern; and conventional DCs were equally like in the two contexts. In addition, signers produced iconic mouth movements, which are temporally and semantically integrated with the signs they accompany and depict the size and shape of objects, more often with embellished DCs than with either lexical signs or conventional DCs. Embellished DCs share a number of properties with embedded depictions, constructed action, and constructed dialog in signed and spoken languages. We discuss linguistic constraints on these gradient depictions, focusing on how handshape constrains the type of depictions that can be formed, and the function of depiction in everyday discourse. [This paper was published in &quot;Frontiers in Psychology&quot; v9 Article 1276 Jul 2018.]
Discipline with Emotion: Exploring the Influence of Teacher Tone on Elementary Students&apos; Perceptions of and Responses to Teacher Authority
Author: Cashdollar, S.
Date: 2018-00-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Power Structure,Interaction,Discipline,Elementary School Teachers,Elementary School Students,Student Attitudes,Responses,Communication Strategies,African Americans,Cultural Influences,Racial Factors,Teacher Expectations of Students,Caring,Trust (Psychology),Grade 3,Grade 4,Grade 5

Popular preventative discipline programs often provide guidelines for ideal disciplinary interactions, emphasizing teachers' use of a &quot;neutral,&quot; &quot;soft,&quot; &quot;warm,&quot; and/or &quot;loving&quot; tone of voice during student discipline. Yet the scholarly literature has suggested that there are alternative pedagogical ways of using emotional expression, including tone, to enhance student learning. For example, a long line of scholarship on African American educators (Delpit, 1996; Foster, 1991, 1997; Gordson, 1998; Irvine &amp; Fraser, 1998; Monroe &amp; Obidah, 2004; Patterson, Mickelson, Hester, &amp; Wyrick, 2011; Ware, 2006) has found that some African American teachers use a direct, assertive, and strict disciplinary tone in the context of trusting student- teacher relationships to communicate high expectations and concern. Through experiments, interviews, and observations, the current mixed methods study explored how elementary students perceived and responded to the strict tone aspect of this &quot;tough love&quot; discipline style. Based on the study's findings, I argue that programs that deem just one style of communication acceptable during discipline may in fact be needlessly excluding diverse teaching styles and disregarding the cultural assets of the teachers who use them. [This paper was published in &quot;Mid-Western Educational Researcher&quot; v30 n3 2018 (EJ1192848).]
An Examination of Recording Accuracy and Precision from Eye Tracking Data from Toddlerhood to Adulthood
Author: Dalrymple, Kirsten A.
Date: 2018-05-00
Type: Journal Articles
Subjects: Data Collection,Accuracy,Eye Movements,Age Groups,Quality Control,Toddlers,Adults,Children

The quantitative assessment of eye tracking data quality is critical for ensuring accuracy and precision of gaze position measurements. However, researchers often report the eye tracker's optimal manufacturer's specifications rather than empirical data about the accuracy and precision of the eye tracking data being presented. Indeed, a recent report indicates that less than half of eye tracking researchers surveyed take the eye tracker's accuracy into account when determining areas of interest for analysis, an oversight that could impact the validity of reported results and conclusions. Accordingly, we designed a calibration verification protocol to augment independent quality assessment of eye tracking data and examined whether accuracy and precision varied between three age groups of participants. We also examined the degree to which our externally quantified quality assurance metrics aligned with those reported by the manufacturer. We collected data in standard laboratory conditions to demonstrate our method, to illustrate how data quality can vary with participant age, and to give a simple example of the degree to which data quality can differ from manufacturer reported values. In the sample data we collected, accuracy for adults was within the range advertised by the manufacturer, but for school-aged children, accuracy and precision measures were outside this range. Data from toddlers were less accurate and less precise than data from adults. Based on an &quot;a priori&quot; inclusion criterion, we determined that we could exclude approximately 20% of toddler participants for poor calibration quality quantified using our calibration assessment protocol. We recommend implementing and reporting quality assessment protocols for any eye tracking tasks with participants of any age or developmental ability. We conclude with general observations about our data, recommendations for what factors to consider when establishing data inclusion criteria, and suggestions for stimulus design that can help accommodate variability in calibration. The methods outlined here may be particularly useful for developmental psychologists who use eye tracking as a tool, but who are not experts in eye tracking &quot;per se.&quot; The calibration verification stimuli and data processing scripts that we developed, along with step-by-step instructions, are freely available for other researchers.
&quot;My Voice Matters&quot;: High School Debaters&apos; Acquisition of Dominant and Adaptive Cultural Capital
Author: Gorski, K. J.
Date: 2020-00-00
Type: Reports - Research
Subjects: High School Students,Debate,Cultural Capital,Low Income Students,Minority Group Students,Disadvantaged Schools,Resilience (Psychology),Feedback (Response),Coaching (Performance),Critical Thinking

Low-income racial/ethnic-minority youth in under-resourced school contexts have certain opportunities to acquire institutionally-valued cultural capital. I use observational data from six months of debate practices and competitions with two teams in the Chicago Debate League, as well as interviews with twelve debaters and two coaches, to show that debate participation can contribute to participants' acquisition of two forms of cultural capital. Specifically, I document how debaters develop dominant cultural capital in the form of building comfort in demanding critical feedback and analyzing complex ideas. I further demonstrate how debaters develop &quot;adaptive cultural capital&quot;: cultural capital which dominant institutions demand of them, but which is not required of members of dominant social groups. Here, adaptive cultural capital is illustrated through debaters' ability to face failure with resilience. These findings presented in this paper contribute to sociological understandings of how schools influence students' acquisition of diverse forms of cultural capital. [This paper was published in &quot;American Journal of Education&quot; v126 n2 p293-321 2020 (EJ1240227).]
Federal Student Loan Debt Relief in the Context of COVID-19. CRS Report R46314, Version 3
Author: Hegji, Alexandra
Date: 2020-04-16
Type: Reports - Descriptive
Subjects: Debt (Financial),Student Loan Programs,COVID-19,Federal Aid,Loan Repayment,Pandemics,Federal Legislation,Unemployment,Poverty,Income,Intervention,Attendance,Withdrawal (Education),Credit (Finance),Loan Default,Teachers,College Students

The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes the operation of three federal student loan programs: the William D. Ford Federal Direct Loan (Direct Loan) program, the Federal Family Education Loan (FFEL) program, and the Federal Perkins Loan program. While new loans are authorized to be made only through the Direct Loan program, FFEL and Perkins Loan program loans remain outstanding and borrowers of such loans remain responsible for repaying them. In response to the current coronavirus disease 2019 (COVID-19) pandemic, numerous questions have arisen regarding student loan repayment flexibilities and debt relief that may be available to individuals to alleviate potential financial effects related to COVID-19. Recent administrative and congressional action, including the enactment of the Coronavirus Aid, Relief, and Economic Security (CARES) Act (P.L. 116-136), provide additional student loan relief measures. This report provides an overview of student loan repayment flexibilities and debt relief provisions that may be available to borrowers facing financial difficulties resulting from the pandemic. It first lists some pre-existing loan terms and conditions (authorized through statute and regulations) that may be available to individuals. It then discusses specific administrative and congressional actions taken to address student loan debt in the context of COVID-19. The report concludes with a brief description of additional existing authorities that could be utilized to address other aspects of student loan relief.
Funding per Student. 50-State Comparison: English Learner Policies
Author: Education Commission of the States
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,State Policy,State Regulation,State Aid,Financial Support,Educational Finance,Educational Legislation,Federal Legislation,Funding Formulas

The population of English learners (ELs) in K-12 schools continues to grow. Between the 2009-10 and 2014-15 school years, the percentage of English learners increased in over half of the states, and in 2017, English learners made up 10.1% of the total student population. Research suggests that in their transition to English, non-native speakers fall behind academically, which can intensify the longer a student remains in an English learner program. State education leaders are mindful of this and have implemented policies to identify, serve and reclassify English learners as they become proficient. This resource provides a national comparison of EL policies in all states. The information herein was gathered primarily from state statute and regulation. However, if statute or regulation stated that the funding was determined by another entity, the funding method set externally is provided as well. If the funding per student is only determined for a single academic year at a time, then the funding per student allocation for the most recent and available academic year is listed and includes the academic year for which it applied. [View the full &quot;50-State Comparison on English Learner Policies&quot; here https://www.ecs.org/50-state-comparison-english-learner-policies/.]