ethanporcaro/eric-fulltext-meta huggingface dataset:
Partnerships That Work: Tapping Research to Address Learner Variability in Young Readers
Author: Tare, Medha
Date: 2018-00-00
Type: Reports - Research
Subjects: Student Diversity,Evidence Based Practice,Student Needs,Cooperative Planning,Early Childhood Education,Reading Achievement,At Risk Students,Educational Technology,Technology Uses in Education,Auditory Stimuli,Reading Instruction,Elementary Education,Teacher Attitudes,Program Effectiveness,Reading Materials,Student Attitudes,Students with Disabilities,Autism,Pervasive Developmental Disorders,Individualized Instruction,Partnerships in Education

Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, Learner Variability Project (LVP) distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, Learner Positioning Systems (LPS) researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
State Guidance for High-Impact Tutoring
Author: Education Trust
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,Tutoring,Elementary Secondary Education,Educational Legislation,Educational Finance,Resource Allocation,Public Schools

The recent passage of the American Rescue Plan Act (ARPA) is infusing America's K12 public schools with unprecedented, desperately needed relief funds to aid in the academic recovery of students in the wake of the COVID-19 pandemic. The $122 billion allocated to K-12 public schools represents over seven times current annual Title I funding. As a part of these relief dollars, Congress has required that states and districts designate at least 5% and 20% of the total funding, respectively, to specifically address learning loss, totaling $28 billion. This funding gives education leaders across the country the opportunity to make significant investments in evidence-based programs. Not all interventions to address unfinished instruction are created equally. We encourage states to carefully implement programs with strong evidence of improving students' academic, social, and emotional outcomes: high-impact tutoring. Areas touched on in the analysis of state recommendations for high-impact tutoring include: (1) State Role in ARPA Use of Funds; (2) Effectiveness of High-Impact Tutoring; (3) Research-Based Program Guardrails; (4) Publicly Available Resources; and (5) States Leading on High-Impact Tutoring: (1) Legislative Action in Colorado; and (2) State Education Agency Action in Louisiana. [This report was co-produced by Georgetown University, FutureEd.]
Public Safety Officers&apos; Benefits (PSOB) and Public Safety Officers&apos; Educational Assistance (PSOEA) Programs. CRS Report R45327, Version 9. Updated
Author: Szymendera, Scott D.
Date: 2021-03-11
Type: Reports - Descriptive
Subjects: Police,Fire Protection,Professional Personnel,Emergency Medical Technicians,Federal Programs,Fringe Benefits,Injuries,Death,Higher Education,Spouses,Children,Grievance Procedures,COVID-19,Eligibility,Disabilities,Federal Legislation,Student Financial Aid,Government Employees

The Public Safety Officers' Benefits (PSOB) program provides cash benefits to federal, state, and local law enforcement officers; firefighters; employees of emergency management agencies; and members of emergency medical services agencies who are killed or permanently and totally disabled as the result of personal injuries sustained in the line of duty. The Public Safety Officers' Educational Assistance (PSOEA) program, a component of the PSOB program, provides higher-education assistance to the children and spouses of public safety officers killed or permanently disabled in the line of duty. The PSOB and PSOEA programs are administered by the Department of Justice (DOJ), Bureau of Justice Assistance (BJA). Claimants dissatisfied with denials of benefits may pursue administrative appeals within DOJ and may seek judicial review before the United States Court of Appeals for the Federal Circuit. Each year, Congress appropriates funding for PSOB death benefits, which is considered mandatory spending, and for PSOB disability benefits and PSOEA benefits, which is subject to annual appropriations. For FY2021, the one-time lump-sum PSOB death and disability benefit is $370,376 and the PSOEA monthly benefit for a student attending an educational institution full-time is $1,265. In FY2018, the DOJ approved 318 claims for PSOB death benefits, 59 claims for PSOB disability benefits, and 642 claims for PSOEA benefits. Public safety officers who contract Coronavirus Disease 2019 (COVID-19) in the line of duty may be eligible for PSOB benefits. The Safeguarding America's First Responders Act (S. 3607, P.L. 116-157) provides a presumption of PSOB eligibility for public safety officers who were on duty between January 1, 2020, and December 31, 2021, and who were diagnosed with COVID-19 within 45 days of their last day of duty.
Formative Automated Writing Evaluation: A Standpoint Theory of Action
Author: Hazelton, Lynette
Date: 2021-00-00
Type: Reports - Research
Subjects: Formative Evaluation,Writing Evaluation,Automation,Natural Language Processing,Computer Software,Computer Oriented Programs,Educational Technology,Learning Theories,Nontraditional Students,Two Year College Students,Adult Students,Case Studies

In writing studies research, automated writing evaluation technology is typically examined for a specific, often narrow purpose: to evaluate a particular writing improvement measure, to mine data for changes in writing performance, or to demonstrate the effectiveness of a single technology and accompanying validity arguments. This article adopts a broader perspective and offers a standpoint theory of action for formative automated writing evaluation (fAWE). Following presentation of the features of our standpoint theory of action, we describe our two study sites, and each instructor documents her experiences using the fAWE application (app), Writing Mentor® (WM). One instructor analyzes experiences using the app with nontraditional adult learners to provide career pathway access through a high school equivalency (HSE) credential awarded by successful completion of the GED® (General Educational Development Test) or of the HiSET® (High School Equivalency Test). A second instructor analyzes WM experiences working with a diverse population of two-year college students enrolled in first-year writing. These instructors' experiences are used to propose two theory-of-action frameworks based on their standpoints, with particular attention to fAWE components, pedagogies, and consequences. To explore the representativeness of these two case studies, we also analyze student feature use and self-reported self-efficacy data from a general sample (N = 5,595) collected through WM user engagement. We conclude by emphasizing the pedagogical potential of writing technologies, the advantages of instructionally situating these technologies, and the value of using standpoint theories of action as a way to anticipate local impact. [This paper will be published in &quot;Journal of Response to Writing.&quot;]
Assessing the Promise of California&apos;s Early Assessment Program for Community Colleges
Author: Kurlaender, Michal
Date: 2014-09-00
Type: Journal Articles
Subjects: High School Students,College Readiness,Community Colleges,Predictor Variables,Student Evaluation,Alignment (Education),Standardized Tests,Grade 11,Mathematics Skills,Reading Skills,Outcome Measures,Grade Point Average

This article focuses on California's efforts to improve the alignment between K-12 and postsecondary schooling through the Early Assessment Program (EAP). Implemented in 2004, the EAP was designed to give high school students information about their academic preparedness for postsecondary education and to encourage teachers to teach for college readiness. I describe the EAP and its evolution and presence at California's community colleges. I then match EAP and other test score data for California high school juniors to administrative data from California community colleges to investigate the extent to which high school student participation in the EAP predicts their college course placement and influences their academic performance. I find that very few students enter the California community college system ready for college level work based on the EAP exam, but that the EAP can better serve community college campuses in their efforts to place students in developmental coursework.
The Family Educational Rights and Privacy Act (FERPA): Legal Issues. CRS Report R46799, Version 1
Author: Cole, Jared P.
Date: 2021-05-24
Type: Reports - Descriptive
Subjects: Parent Rights,Student Records,Privacy,Educational Legislation,Legal Problems,Access to Information,Informed Consent,Definitions,Disclosure,Compliance (Legal),Gender Discrimination,Federal Legislation,Sex Fairness,Grievance Procedures,Sexual Harassment

Schools generate and maintain numerous student records, including grades, standardized test scores, disciplinary accounts, contact information, mental health records, and more. The Family Educational Rights and Privacy Act (FERPA), which applies to educational agencies and institutions that receive certain types of financial assistance from the Department of Education (ED), regulates the handling of education records in several ways. The law sets forth two key requirements for covered entities. First, FERPA requires schools to allow parents to access and review their children's education records. Second, it prohibits schools from releasing students' education records, including personally identifiable information (PII), without the written consent of their parents, subject to several exceptions. FERPA defines &quot;education records&quot; as materials that (1) &quot;contain information directly related to a student&quot; and (2) &quot;are maintained by an educational agency or institution or by a person acting for such agency or institution.&quot; FERPA does not govern all materials that may contain information about a student. The statute exempts certain categories of information from its definition of &quot;education records&quot; altogether. FERPA also has various specific exceptions that permit disclosure of student records in different situations. FERPA imposes requirements on the recipients of these student records, including how materials may be used and when those records may be re-disclosed. Because FERPA does not create a private right of action to sue schools for noncompliance, enforcement of the statute is primarily conducted by ED's Student Privacy Policy Office, which can review and investigate violations. When noncompliance is not resolved through the administrative process, ED can withhold federal funds or terminate eligibility to receive federal funds. In addition to complying with FERPA's requirements concerning disclosure of student records, schools that receive federal financial assistance must also abide by the requirements of Title IX of the Education Amendments of 1972. In May 2020, regulations were issued under Title IX that prescribe how schools must respond to allegations of sexual harassment at school. Those regulations require that during a grievance process in response to a formal complaint of harassment, schools must make certain information available to relevant parties. Although FERPA does not have an express &quot;exception&quot; for disclosures in Title IX sexual harassment proceedings, these requirements may nonetheless be reconcilable.
Food Insecurity among College Students: Background and Policy Options. CRS Report R46817, Version 2
Author: Billings, Kara Clifford
Date: 2021-06-09
Type: Reports - Descriptive
Subjects: Hunger,Food,COVID-19,Pandemics,College Students,At Risk Students,Federal Legislation,Intervention,Social Services,State Policy,Educational Legislation,Higher Education,Student Needs,Eligibility,Federal Aid,Retailing,Taxes,Incentives,Two Year College Students,Low Income Students,Minority Group Students,State Legislation,Federal Programs,Public Policy

Food insecurity--the condition of having inadequate food due to a lack of resources--affected roughly 1 in 10 Americans in 2019, and this number increased during the COVID-19 pandemic. Among college students nationwide, the prevalence of food insecurity is unknown; however, studies have shown that food insecurity is a problem for some college students, particularly those attending two-year schools and those from lower-income households. In recent years, Congress has considered and enacted policies aimed at alleviating food insecurity among college students. The Consolidated Appropriations Act, 2021 (P.L. 116-260) enacted on December 27, 2020, temporarily expanded the eligibility of certain low-income students for the Supplemental Nutrition Assistance Program (SNAP) during the COVID-19 public health emergency. Additionally, the College Affordability Act (H.R. 4674) included a number of provisions related to college food insecurity such as emergency financial grants to students facing financial challenges (including food insecurity). H.R. 4674 was marked up and ordered to be reported by the House Committee on Education and Labor during the 116th Congress. This report summarizes research on the extent and effects of food insecurity among college students and recent efforts by students, institutions, and governments to reduce food insecurity among this population. It also presents a selection of possible federal policy options to help inform proposals that seek to address food insecurity among college students should Congress continue to consider this topic. These options include ways to target food-insecure college students within existing federal student aid programs, SNAP, and programs that support food donations to campus pantries, as well as the creation of new programs to provide food aid to students.
The Role of Evidence in the Improvement of School Systems
Author: McAleavy, Tony
Date: 2021-07-00
Type: Reports - Research
Subjects: Evidence,Evidence Based Practice,Educational Improvement,Educational Research,Educational Practices,Educational Change,Management Information Systems,Learning Analytics,Educational Policy,Program Effectiveness,Case Studies,Foreign Countries

Efficient use of resources depends upon many factors, but one key variable is the extent to which we design and implement activities which require funding in a way that is informed by relevant evidence. The application of insights about 'what works', derived from robust research, combined with evidence about context and real-time system data have, when taken together, the potential to add substantial value to 'building back better' after COVID-19. Evidence is the fuel that drives smart, adaptive, impactful policy. At its best, the combination of knowing what the most effective investments are and having great system intelligence that tells us how things are translating into action and change, will enable policy and decision-making to be strategic, open to fine tuning and deeply contextualised. Education Development Trust identifies five key components needed for an effective evidence-driven approach to education reform. (1) Ensure your data systems provide disaggregated data and insight about student outcomes and learning and resource distribution; (2) Use the available evidence about what works and engage in the drive to build more of the right kind of evidence that is relevant to specific circumstances; (3) Align global insight about what works with local contextual evidence and need; (4) Mediate evidence-based insights for policy professionals and frontline staff; and (5) Create collaborative spaces where professionals at all levels can engage with evidence and reflect on practice--these can be linked to specific improvement agendas (for example, girls' education). All of these interrelated components already exist in different forms and different places. All are essential for ensuring that approaches to education reform are both effective and evidence-driven.
A Natural Fit: Placing After-School Staff of Color in Teacher Pipelines
Author: Cherfas, Lina
Date: 2021-07-00
Type: Reports - Research
Subjects: After School Programs,Minority Group Teachers,Diversity (Faculty),Teacher Recruitment,Preservice Teachers,Alternative Teacher Certification,Teacher Education Programs,Student Diversity,Minority Group Students,Barriers,Access to Education,Resource Allocation,Student Financial Aid,State Standards,Guidelines,Educational Practices,Eligibility,Alumni,Career Development,Experiential Learning,Practicums,Skill Development,Culturally Relevant Education,Racial Bias,African American Students,Tutoring,Mentors,Coaching (Performance),Fellowships

A growing body of research shows that having access to teachers of color benefits all students--and can be particularly transformative for students of color. Yet, only 20% of teachers in the U.S. are teachers of color. Moreover, the lack of diversity of the teacher workforce relative to the student population is one of the key drivers of inequity in education, even as states and districts continue to invest in strategies to increase the racial diversity of their workforces. One underutilized strategy for increasing the racial diversity of the teacher workforce is to recruit and prepare those who have experience working in afterschool or out-of-school time (OST) programs to enter the teaching profession. The afterschool/OST staff population is racially and ethnically diverse and has the meaningful experiences, e.g., leading groups of young people, and the commitment to support students and families in local communities across the country. This report examines the experiences of current and former teacher candidates of color with afterschool or OST experience to provide insights into how teacher preparation programs and state policymakers can create the right programmatic experiences and conditions to recruit after-school/OST staff into the teaching profession and prepare them for success. The report specifically focuses on the experiences of candidates in what are considered non-traditional preparation pathways, such as teacher residencies and Grow Your Own programs. These programs tend to attract and retain a more diverse pool of teachers, with deeper connections to local school communities than traditional teacher education pathways.
Re-Imagining Outcomes-Based Funding: Using Metrics to Foster Higher Education Equity
Author: Elliott, Kayla C.
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Educational Finance,Outcomes of Education,State Policy,Higher Education,Equal Education,State Aid,Resource Allocation,Race,Low Income Groups,Educational Indicators,Measurement,Educational Policy,Guides,Policy Analysis,Enrollment Trends,Minority Group Students,Outcome Measures

College students, staff, and faculty all across the country are demanding greater racial and socioeconomic justice in higher education, where longstanding inequities create barriers for students who are Black, Latino, or from low-income backgrounds to earn a postsecondary degree. In response, policymakers and higher education leaders have made public statements confirming their commitment to racial justice and equity more broadly. Statements, however, are just a start. What matters most are the policy decisions that directly impact the lives of students of color and students from low-income backgrounds. One set of policy decisions that higher education advocates are calling into question is how state leaders allocate resources and funds. &quot;Re-Imagining Outcomes-Based Funding: Using Metrics to Foster Higher Education Equity&quot; analyzes how well existing state policies address equity concerns and makes recommendations for designing and implementing outcomes-based funding (OBF) policies that better advance equity. The report looks at 33 states that have allocated funding to two-year or four-year public institutions (or both) through at least one OBF policy. The report introduces five key metrics to help state leaders develop equity-focused outcomes-based funding policies. It analyzes how well existing state policies address equity concerns and concludes with specific recommendations for both designing and implementing outcomes-based funding policies that advance equity. It also includes a state-focused handbook or practice guide that takes a closer look at the policies in three states: Illinois, Ohio, and Tennessee.
Boosting Postsecondary Attainment for American Indian and Alaska Native Students. Research Brief
Author: Atwell, Matthew N.
Date: 2021-00-00
Type: Reports - Research
Subjects: Postsecondary Education,Educational Attainment,American Indian Students,Alaska Natives,Access to Education,High School Students,American Indian Education,Graduation Rate,Tribally Controlled Education,Minority Serving Institutions,Barriers,Culturally Relevant Education,Accountability,Student Needs,Needs Assessment

American Indian and Alaska Native (AI/AN) students continue to have some of the lowest high school graduation and postsecondary attainment rates in the nation. There are a variety of factors that lead to inequitable outcomes for these students. They typically face significantly higher levels of student need, as they are more often low-income and are more likely to have multiple adverse childhood experiences. They also experience greater levels of geographic isolation and lack access to broadband as well as rigorous high school courses that are most predictive for postsecondary success. The education of American Indian and Alaska Native populations and Tribal Nations in the United States is unlike any other. It is rife with logistical challenges and complicated by a painful legacy of forced assimilation at Indian boarding schools. Efforts to improve educational outcomes for AI/AN students must confront this history and be co-developed with Indigenous peoples and Tribal Nations to ensure initiatives are centered on the needs of their communities. To improve postsecondary attainment for the Nation's First Students, policymakers and institutions of higher education must work together to build stronger postsecondary pathways. This brief explores the specific context and challenges that AI/AN students face graduating high school and attaining a postsecondary degree. It focuses on how educational attainment can be improved for these students in a way that is culturally affirming and beneficial not only for individual students but also for their Tribal Nations.