ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Community from Crisis: A Collaborative Fund for the Out-of-School Time Field. Principles for Effective Education Grantmaking. Case Study No. 21
Author: Jung, Minna
Date: 2021-09-00
Type: Reports - Research
Subjects: Pandemics,COVID-19,After School Programs,Financial Support,Private Financial Support,Philanthropic Foundations,Experience,Grants,Emergency Programs,Cooperation,Educational Finance,Summer Programs

As schools transitioned to virtual learning during the COVID-19 pandemic, community-based organizations pivoted from providing afterschool programs to dealing with all manner of crises and basic needs. Some out-of-school time (OST) providers stayed open to provide full-day programs for the children of first responders and essential workers, while others quickly developed and launched virtual programming. Like nonprofits everywhere, OST providers faced the need to lay off staff and support those who remained through burnout and fatigue, while moving much of their work online and meeting new daily crises. In the philanthropic sector, the onset of the pandemic prompted immediate conversations about redirecting or augmenting grantmaking toward emergency relief. Many funders quickly eliminated project-based grant restrictions and paid out future grants immediately to enable organizations to respond quickly and flexibly to changing needs. At Grantmakers for Education (EdFunders), the Out-of-School Time Impact Group, a community of funders investing in the out-of-school time sector, initiated weekly convenings open to funders and field stakeholders to share information, forge connections and brainstorm effective philanthropic responses to the rapidly evolving situation. The exchange of information during the stakeholder convenings, combined with the dire situation within the field and the urgent need for services that the OST community was well-positioned to provide, inspired the impact group funders to launch a pooled fund to support the field. This report examines the experiences of the group and how, amidst the enormous stresses created by crisis, funders and grantees found opportunities to connect with each other and work toward shared goals. Their experience offers important insights for education grantmakers on advancing equity and building trust, insights that apply not only in crisis but also beyond. The fund's experience also raises important questions for education grantmakers around what it takes to build sustainable collaboration and aligned action for systemic change.
EdChoice 101: An Introduction to the Basics of School Choice. 2022 Edition
Author: EdChoice
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: School Choice,Parent Participation,Empowerment,Elementary Secondary Education,Money Management,Tax Credits,Educational Vouchers,Scholarships,Charter Schools,Home Schooling,School Districts,Public Schools,Magnet Schools,Mixed Age Grouping,Online Courses,Tuition,Private Schools,Special Needs Students

There are many different schooling options, but not all educational choice programs are created equal. Public charter schools and public-to-public transfers, for example, have provided options within the traditional system, but those programs leave many schooling types off-limits for families. EdChoice's goal as the nation's oldest school choice organization is to highlight and promote the programs that create the most pathways for students to lead successful lives, focusing on four types of programs: education savings accounts (ESAs), tax-credit ESAs, vouchers and tax-credit scholarships. In the past, individual tax credits and deductions were also highlighted, but those programs are not far-reaching and tend to provide minimal financial assistance to families. They are included in this publication alongside 529 savings accounts, which also provide limited options. EdChoice believes access should be universal and that all families should be able to find what works for their students--regardless of where they live or how much money they make. This guide will introduce the fundamentals of school choice and answer some basic questions about why and how these programs work.
EdChoice Study Guide: A Review of the Research on Private School Choice. 2022 Edition
Author: EdChoice
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Private Schools,School Choice,Tests,Scores,Program Effectiveness,Standardized Tests,Educational Attainment,Parent Attitudes,Satisfaction,Educational Vouchers,Public Schools,Citizenship Responsibility,Ethnic Diversity,Racial Composition,Student Diversity,Housing,Budgets,Taxes,Tax Credits,Educational Finance,Cost Effectiveness,Elementary Secondary Education

Researchers from across the country have published at least 175 empirical studies on the effectiveness of private school choice programs. For most, that's an overwhelming amount of literature to tackle. The EdChoice Study Guide is an annually updated guide to the available research on private school choice programs in America. In this guide, one can learn what the body of rigorous research says about school choice's effect on: (1) Participant Test Scores; (2) Participant Attainment; (3) Parent Satisfaction; (4) Public School Students' Test Scores; (5) Students' Civic Values and Practices; (6) Racial and Ethnic Integration in Schools; and (7) Taxpayers, State Budgets and Public School Districts (Fiscal Effects).
An Education Road Map for the 118th Congress. Backgrounder. No. 3737
Author: Butcher, Jonathan
Date: 2022-11-28
Type: Reports - Descriptive
Subjects: Educational Policy,Public Policy,Policy Formation,Legislators,School Choice,Preschools,Elementary Secondary Education,Educational Finance,Access to Education,Expenditures,Federal Aid,Scholarships,Public Schools,Parent Rights,Educational Legislation,Federal Legislation,Students with Disabilities,Equal Education,American Indian Education,Higher Education,Paying for College,Student Loan Programs,Loan Repayment,Accreditation (Institutions)

As Washington prepares to welcome a new Congress in January 2023, incoming policymakers who want to improve education for every student and give parents more control over where and how their children are educated have many policy options at their disposal. New Members of Congress who want to protect taxpayers and rein in college costs also have the tools to do so. It is well past time for Congress to allow more choices among existing preschool and K-12 programs in areas under its jurisdiction, and to curb government spending and higher education handouts.
The 123s of School Choice: What the Research Says about Private School Choice Programs in America. 2022 Update
Author: EdChoice
Date: 2022-04-01
Type: Numerical/Quantitative Data
Subjects: Private Schools,School Choice,Educational Vouchers,Educational Research,Educational Change,Public Schools,Outcomes of Education,Research Reports,Tax Credits,Scholarships,Educational Finance,Money Management,Program Evaluation

This resource is designed to be a one-stop shop for all the existing research on private school choice in the United States. This year's edition is updated with the research published since the last edition. Since the first modern-day voucher program launched in Milwaukee in 1990, researchers have studied private school choice programs. Few American education reforms have been studied as much as choice. Even fewer, if any, have such a broad array of possible outcomes for students, schools, taxpayers and families. Researchers from across the country have published almost 175 empirical studies on the effectiveness of these programs. In this resource, the findings of the empirical studies are broken down by U.S. voucher, tax-credit scholarship and education savings account programs to date. The outcomes include: (1) Program Participant Test Scores; (2) Program Participant Attainment; (3) Parent Satisfaction; (4) Public School Students' Test Scores; (5) Civic Values and Practices; (6) Racial/Ethnic Integration; and (7) Fiscal Effects. [For the 2021 edition, see ED613035.]
Lessons Learnt from EEF Early Years Trials: Recommendations for Evaluators
Author: Education Endowment Foundation (EEF) (United Kingdom)
Date: 2019-05-14
Type: Reports - Descriptive
Subjects: Foreign Countries,Preschool Children,Recruitment,Student Evaluation,Evaluation Methods

The Early Years (EY) key stage in England comprises the nursery year (ages 3-4) and the reception year (ages 4-5), with the Early Years Foundation Stage (EYFS) covering children from birth to 5 years old. Planning and completing evaluations in the EY has all the challenges of evaluations in other key stages, plus the constraints of working with very busy, often under-resourced settings, and very young children who are only just getting used to being at school. Baseline testing is often needed due to the lack of prior attainment data, and most testing with young children needs to be completed one-to-one. This paper aims to provide a set of focused, practical recommendations for teams planning to conduct EY evaluations for the Education Endowment Foundation (EEF). It is intended as a concise summary of lessons learnt from past evaluations and does not aim to provide an exhaustive list of risks or mitigation strategies.
Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2021 International Pre-Conference (70th, Miramar Beach, Florida, October 4-5, 2021)
Author: Griswold, Wendy, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Adult Education,Foreign Countries,COVID-19,Pandemics,Disadvantaged,Access to Computers,Educational Practices,Research Methodology,Professional Development,Workplace Learning,Cultural Influences,Educational Opportunities,Rural Areas,Developing Nations,Experiential Learning,Instructional Effectiveness,Learning Strategies,Public Health,Nursing Students,Culturally Relevant Education,Civil Rights,Communities of Practice,World Views,Andragogy,Epistemology,Decolonization,Taxonomy,Engineering Education,Credentials,Adult Learning,Resilience (Psychology),Creativity,Multimedia Materials,Electronic Publishing,Allied Health Occupations Education,Allied Health Personnel,Females,Adult Students,Electronic Learning,Undergraduate Students,Transformative Learning,Immigrants,Mothers

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These &quot;Proceedings&quot; are from the Commission of International Adult Education's (CIAE) 2021 International Pre-Conference. This year's &quot;Proceedings&quot; contain 17 papers from 37 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Belgium, Belize, Burkina Faso, Canada, China, Germany, Ghana, Italy, Nigeria, Norway, Serbia, and the United States. Not surprisingly, a major theme explored is the impact of COVID-19 on learners in a variety of settings, including school teachers, communities, parents, and higher education. A second major theme concerns digital resources and addressing the digital divide. Some papers address practices and research methods that enhance adult learning and others explore professional development, workplace learning, and cultural aspects of learning. [Individual papers are indexed in ERIC.]
State Policies to Support Student-Centered Learning. Policy Brief
Author: Erwin, Ben
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: State Policy,Student Centered Learning,Competency Based Education,Teaching Methods,Policy Analysis,Trend Analysis,Educational Trends,Mastery Learning,Student Evaluation,Governance,Educational Policy,Kindergarten,Elementary Secondary Education

There is growing interest in student-centered learning as a model to better support individual learners. In recent years, state policymakers have pursued multiple approaches to implement this instructional model, but many leaders still experience policy barriers that affect progress. This Policy Brief offers an analysis of policy trends, comprehensive state examples and key considerations for those interested in a personalized, competency-based system. Policy options for state education leaders fall into three categories: (1) Assessment of student mastery; (2) Flexible governance; and (3) Student-centered learning frameworks. The brief also highlights existing student-centered learning policies across the country in a 50-state policy scan.
Lessons in Data Privacy for Education Leaders. Policy Guide
Author: von Zastrow, Claus
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Data Use,Privacy,Information Management,Access to Information,Students,Educational Policy,Civil Rights,Education,Information Security,Laws,State Policy,Educational Legislation,Parent Rights,Student Records,Educational Needs

Data systems are becoming powerful tools to address students' diverse and changing needs, but without comprehensive data privacy policies, the risks of unintentional or malicious disclosures of students' private information is increasing. Given the mounting challenges to protect data privacy, Education Commission of the States assembled data privacy experts and practitioners to consider strategies for protecting students' privacy without compromising the power of education data. This Policy Guide highlights participants' suggestions and offers actional approaches to maximize the use of education data while minimizing risk to students' privacy, including state examples and key considerations for state leaders.
Community College Approaches to Student Supports. Policy Brief
Author: McCann, Meghan
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Student Diversity,Student Needs,College Role,Success,Student Personnel Services,At Risk Students,Parents,Child Care,Barriers,Low Income Students,Minority Group Students,Family Programs,Federal Programs,Welfare Services,State Legislation,Housing,Access to Health Care,Mental Health,Student Financial Aid,Agency Cooperation,Food,Hunger,First Generation College Students,Student Employment,Females

Community colleges are mission-driven institutions committed to access and community needs. They serve a diverse population: The majority of students are employed, so they have to balance work with school; about one-third are first-generation, so they are navigating an unfamiliar system for the first time in their families; and 15% are single parents, juggling child care along with course load. With this understanding that students are people with complex needs and responsibilities, community colleges are innovating in the ways they are delivering wraparound supports -- sometimes referred to as basic needs supports -- that address nonacademic barriers to college success. (Common examples of wraparound supports are mental health supports and services, emergency funds and stipends, and housing and food assistance.) Enhanced wraparound supports can lead to higher rates of retention and completion for students. This Policy Brief explores supports offered by individual institutions, as well as broader and coordinated approaches that encompass states or entire systems. It cites examples from current state legislation and programs that support these efforts.
State Perspectives on Equitable Postsecondary Funding. Policy Brief
Author: Syverson, Eric
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Minority Group Students,Educational Equity (Finance),Postsecondary Education,Access to Education,Equal Education,Educational Attainment,Educational Finance,Administrator Attitudes,Barriers,At Risk Students,State Aid,State Government,State Policy,Financial Support,Resource Allocation,Budgets,Funding Formulas,Governance

Students of color continue to experience disparities in enrollment, retention and completion of postsecondary education -- a reality that's been exacerbated by the COVID-19 pandemic. In light of persistent and systemic inequities, policymakers are increasingly interested in exploring funding approaches that support greater access and attainment to postsecondary education for students of color. Following interviews with postsecondary leaders from four states, this Policy Brief provides an overview of policy mechanisms to fund postsecondary education and highlights perspectives of postsecondary leaders on how equity and funding intersect in policy and practice.
Telehealth: Equitable Student Access to Health Services. Position Statement. Revised
Author: Strawhacker, MaryAnn Tapper
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Telecommunications,Child Health,Access to Health Care,COVID-19,Pandemics,Mental Health,Physical Health,Health Education

It is the position of the National Association of School Nurses (NASN) that utilization of telehealth technology is a valuable tool that can assist registered professional school nurses (herein referred to as a school nurse) to enhance access to school and community health services. A substantial number of students experience health disparities related to lack of access to primary and specialty services and to school nurse services. The school nurse is on the frontlines of student health and has the expertise to provide a critical link and oversight to implement telehealth in the school setting. School nurses routinely coordinate student health care services between the medical home, family, and school. The COVID-19 pandemic reinforced this crucial role, as school nurses conducted virtual care coordination to reduce healthcare barriers for students in low-income, medically underserved, or geographically challenged local communities. Additional training in telehealth process and delivery in combination with the nursing skill set, makes school nurses the ideal school-based professional to facilitate telehealth services. [For the previous version of this report, &quot;The Role of School Nursing in Telehealth,&quot; see ED581615.]
Equity as a Verb: Lessons from and with Grantees. Principles for Effective Education Grantmaking. Case Study No. 22
Author: Jung, Minna
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Philanthropic Foundations,Race,Equal Education,Private Financial Support,Minority Group Students,Grants,Elementary Secondary Education,Disadvantaged

In part shaped by movements like Black Lives Matter, the crisis of the global pandemic, and the political and social turbulence of recent years, many thoughtful conversations have taken place in the philanthropic sector that question the power and privilege inherent in grantmaking and challenge whether conventional norms and practices in professional philanthropy can be shifted to center racial equity and deepen partnerships with organizations receiving grants. These conversations have prompted the sharing of stories about what funders have learned from and with grantees, and a deeper understanding of how these stories help influence a shift in philanthropy towards elevating the voices of communities of color and acknowledging the complex and systemic challenges presented by racial injustice and oppression. This case study looks at the W. Clement &amp; Jessie V. Stone Foundation's effort to co-design convenings with grantees that center racial equity and aim to increase opportunities for populations that have experienced marginalization. For funders, the story of the foundation's work offers reflections into the challenges and benefits of being more intentional about learning from and with grantees, and what value funders and grantees derive from participating in these conversations with racial equity as both a learning and an action goal.
Grantmaking Practices to Support Equity and Sustainability in Out-of-School Time. Insights from the Grantees of the Afterschool and Summer Recovery and Opportunity Fund
Author: Grantmakers for Education
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Grants,Minority Groups,African Americans,Hispanic Americans,Indigenous Populations,Private Financial Support,After School Programs,Equal Education,Cooperation,Community Involvement,Labor Force Development,Diversity,Advocacy,Summer Programs,Professional Development

From 2020-2022, seven national foundations collectively supported the out-of-school time (OST) field to withstand, recover, reopen and re-imagine, through the acute phases of the COVID pandemic and the ongoing impact. The funders pooled their resources through Grantmakers for Education (EdFunders), providing grants to national intermediaries supporting the field with advocacy, convenings, professional development opportunities, communications, toolkits, guides, youth voice and leadership initiatives, and other actions to strengthen practitioners' capacity to meet the evolving needs of children, youth and families. In addition to providing flexible financial support to each organization, the funders commissioned grantees to produce a report identifying key field-facing challenges and recommendations to address them. The report prioritized perspectives of Black, Latino and Indigenous communities represented in the grantee cohort -- acknowledging that these perspectives are among those that have been historically under-represented within the OST field's leading policy, practice and research tables. This document -- collaboratively produced by the eight grantee organizations and published by EdFunders, summarizes themes and insights from the report and a series of follow-up conversations among the funders and grantees. The report identified the following field-facing challenges, with recommendations for funder action. [This report was co-produced by the National Afterschool Association, Every Hour Counts, and the National Summer Learning Association (NSLA).]