ethanporcaro/eric-fulltext-meta huggingface dataset:
State Policies Impacting CTE: 2019 Year in Review
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Vocational Education,Educational Finance,Financial Support,Industry,Partnerships in Education,School Business Relationship,Credentials,Governance,Access to Education,Equal Education,Experiential Learning,Teacher Certification,Accountability,Dual Enrollment,Articulation (Education),Standards,STEM Education,Graduation Requirements,Apprenticeships,State Legislation,Elementary Secondary Education,Postsecondary Education,Labor Force Development

On the federal and state levels, 2019 was an important year for Career Technical Education (CTE). In addition to creating their four-year state plans for the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), at least 45 states and Palau enacted at least 208 policy actions related to CTE and career readiness. This report from Advance CTE, the Association for Career and Technical Education (ACTE) and the Education Commisison of the States (ECS) is the seventh 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. In 2019, states most frequently addressed the following topics: (1) Funding; (2) Industry Partnerships and Work-based Learning; (3) Industry-recognized credentials; (4) Governance; and (5) Access and Equity. [For &quot;State Policies Impacting CTE: 2018 Year in Review,&quot; see ED602458.]
Equity-Driven Systems: Student Equity and Achievement in the California Community Colleges. Adopted Fall 2019
Author: Academic Senate for California Community Colleges
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Community Colleges,Two Year College Students,Accountability,Inclusion,Student Diversity,Planning,Decision Making,At Risk Students,Access to Education,Educational History,Social Justice,Racial Differences,Ethnicity,Accreditation (Institutions),Equal Opportunities (Jobs),State Standards,Institutional Mission

During the last three decades, a tremendous increase has occurred across several dimensions of diversity among student populations. While diversity and equity goals have remained systemic priorities, efforts have only led to relatively small gains in student success outcomes and proportional faculty representation in California's community colleges. As a result, opportunity gaps for many student populations still exist. The community college system in California owes all students an excellent educational opportunity and outcome. To this end, an intentional, systematic approach to address the contemporary and historical context of institutions and current student needs requires a paradigm shift as colleges are constantly responding to various inner and outer accountability measures such as legislation, the funding formula, large-scale initiatives, and accreditation. This paper elaborates on the definition of equity, developing equity-mindedness, and what being an equity-driven system means. In addition, the paper endeavors to focus on institutions and integrating equity planning holistically to emphasize that equity is not a separate program but rather should be embedded in the missions of institutions. The recommendations set forth in this paper will help faculty and other stakeholders lead critical conversations, engage in action-oriented decision-making processes, and open the possibility for infusing equity throughout institutions and decision-making processes.
From Prevention to Diversion: The Role of Afterschool in the Juvenile Justice System. Executive Summary
Author: Afterschool Alliance
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Prevention,Delinquency,After School Programs,Summer Programs,Resilience (Psychology),Youth Programs,At Risk Persons,Intervention,Institutionalized Persons,Correctional Institutions,Federal Legislation,Racial Bias,Social Bias,Trauma,Social Development,Middle School Students,High School Students,Community Programs,Justice,Conflict Resolution

When youth are placed in detention facilities, their education, ties to society, and lives are disrupted. Yet any involvement with the justice system -- regardless of incarceration -- can have implications for one's future earning potential and career trajectory, limiting access to educational opportunities, career fields, and available supports. Afterschool and summer learning programs can mitigate risk and support the development of protective factors that help keep young people out of the juvenile justice system. This brief describes how afterschool can be an essential part of the work to support the young people at risk of becoming involved or currently involved with the juvenile justice system and help reframe and redirect their futures. [For the full report, &quot;From Prevention to Diversion: The Role of Afterschool in the Juvenile Justice System. Issue Brief No. 76,&quot; see ED606195.]
Brief 5: Developing State Capacity for Change
Author: National Implementation Research Network (NIRN)
Date: 2017-04-00
Type: Reports - Research
Subjects: Program Implementation,Evidence Based Practice,Students with Disabilities,Educational Change,Educational Objectives,Change Strategies,State Programs,Partnerships in Education,Educational Trends

OSEP's Results Driven Accountability is designed to assure educators have the supports necessary to address the needs of all children, including children with disabilities. OSEP-funded Centers are encouraged to support state education systems as they take charge in making systemic changes that lead to improved outcomes for students. Data are now available that demonstrate capacity for change can be purposefully developed in complex state education systems by using active implementation science as a change method. The data are based on a standard measure that has been used to systematically assess capacity development within and across states.
From Prevention to Diversion: The Role of Afterschool in the Juvenile Justice System. Issue Brief No. 76
Author: Afterschool Alliance
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Prevention,Delinquency,After School Programs,Summer Programs,Federal Legislation,Youth Programs,Resilience (Psychology),At Risk Persons,Intervention,Social Development,Institutionalized Persons,Correctional Institutions,Racial Bias,Social Bias,Trauma,Middle School Students,High School Students,Community Programs,Police Community Relationship,Justice,Conflict Resolution,Adventure Education

In the United States, involvement with the juvenile justice system can have a long-lasting negative impact on one's life. Young people who are placed in detention facilities are removed from their homes, their families, and their communities. Their education, their ties to society, and their lives are disrupted. Involvement with the justice system -- regardless of incarceration -- can have implications for one's future earning potential and career trajectory, limiting the access one has to educational opportunities, career fields, and available supports. Afterschool and summer learning programs can mitigate risk and support the development of protective factors that help keep young people out of the juvenile justice system. Through a wide expanse of programming opportunities, partnerships, and coordinated efforts, as well as supportive policies -- including the &quot;Juvenile Justice and Delinquency Prevention Act&quot; (JJDPA) and 21st Century Community Learning Centers initiative -- afterschool programs keep young people safe, connect them to the supports they need, and help build protective factors and positive social connections that lead to bright futures. The juvenile justice system is working on reforms that will better support these young people and connect them with appropriate services to avoid continued contact with the system. From building protective factors that promote resiliency to fostering connections and trust between youth and their community, and even serving as diversion programs that function as alternatives to detention, afterschool programs can be an essential part of the work to support the young people at risk of becoming involved or currently involved with the juvenile justice system and help reframe and redirect their futures. [For the executive summary, &quot;From Prevention to Diversion: The Role of Afterschool in the Juvenile Justice System. Executive Summary,&quot; see ED606193.]
The Adequacy and Fairness of State School Finance Systems: Key Findings from the School Finance Indicators Database, School Year 2016-2017. Second Edition
Author: Baker, Bruce D.
Date: 2020-02-00
Type: Reports - Research
Subjects: Educational Finance,Educational Equity (Finance),Elementary Secondary Education,Resource Allocation,Poverty,School District Size,Population Trends,Wages,Measurement Techniques,Expenditures,Disadvantaged Youth,State Government,Educational Indicators

When it comes to American education, few policy areas are as misunderstood -- or as crucial -- as school finance. Over the past several years, a political and empirical consensus has emerged about the importance of equitable and adequate school funding for high quality K-12 education. In other words, the evidence is clear that money does, indeed, matter. Certainly, debates about how education funds should be spent are also important, and money should be spent wisely. But there are few options for improving America's schools that do not require adequate and sustained investment, particularly for disadvantaged students. While maintaining efficiency is important, the fact is that districts cannot spend money wisely that they do not have. This report presents key findings from the second release of the School Finance Indicators Database (SFID), a public database of sophisticated but user-friendly state school finance measures going back to 1993. This latest version of the SFID includes data up to 2017 (the 2016-17 school year). [For the first edition, &quot;The Adequacy and Fairness of State School Finance Systems. Findings from the School Finance Indicators Database, School Year 2015-2016,&quot; see ED596199.]
School District Responses to the COVID-19 Pandemic: Round 3, Plans for a Remote Finish
Author: Malkus, Nat
Date: 2020-04-00
Type: Reports - Research
Subjects: School Districts,School Closing,Access to Education,Distance Education,Public Schools,Lunch Programs,Breakfast Programs,Access to Computers,Educational Technology,Online Courses,Instructional Materials,Web Based Instruction,Asynchronous Communication,Synchronous Communication,Teacher Student Relationship,Computer Mediated Communication,Planning,Elementary Secondary Education,Internet,Time,Scheduling,Food Service,COVID-19,Pandemics

This report, which is the third in the American Enterprise Institute's (AEI's) &quot;School District Responses to the COVID-19 Pandemic&quot; series, provides an update on the state of the nation's schools using the newest wave of COVID-19 Education Response Longitudinal Survey (C-ERLS) data. It describes how the nation's public school system has changed from late March to mid-April, when COVID-19 brought much of the country to a screeching halt. Results show: (1) by mid-April, more than four in five schools offered some type of remote instruction, roughly double the share of schools that offered remote instruction 18 days earlier. More than half of all public schools began offering remote instruction within two weeks after building closures took effect; (2) Strong majorities of schools provide meal services (94 percent), devices to students at home (57 percent), and help accessing the internet (62 percent); and (3) Sixteen percent of schools are in districts that have plans to tentatively reopen buildings during the current school year. [For &quot;School District Responses to the COVID-19 Pandemic: Round 2, Districts Are up and Running,&quot; see ED606201.]
School District Responses to the COVID-19 Pandemic: Round 1, Districts&apos; Initial Responses
Author: Malkus, Nat
Date: 2020-04-00
Type: Reports - Research
Subjects: School Districts,School Closing,Access to Education,Distance Education,Public Schools,Lunch Programs,Breakfast Programs,Access to Computers,Educational Technology,Online Courses,Instructional Materials,Web Based Instruction,Asynchronous Communication,Synchronous Communication,Computer Mediated Communication,Planning,Elementary Secondary Education,Internet,Food Service,COVID-19,Pandemics

The COVID-19 pandemic has brought a breathtaking amount of change to the nation's schools in a matter of weeks. On March 11, Seattle Public Schools was the first major district to close schools. The next day, Ohio Governor Mike DeWine announced the first statewide school closure order effective March 17, beginning a cascade of similar orders. By March 20, 49 states had announced blanket school closures or recommend that districts close. With more than 50 million schoolchildren now staying home, schools and districts have had to reinvent how they deliver instruction and other essential services--and they are doing it at a remarkable pace. Accordingly, the American Enterprise Institute (AEI) developed the COVID-19 Education Response Longitudinal Survey (C-ERLS) to gauge how public school districts are adapting to provide education and other services for the duration of the pandemic response. The first wave of data was collected on March 26 and 27. Initial findings show: (1) All schools and districts surveyed had closed by March 27, and 67 percent of school closures occurred between March 16 and 18; (2) Eighty-two percent of public schools provided some type of meal service for students as of March 27. Roughly four in 10 public schools were in districts whose websites described plans to provide devices and free or low-priced internet for students to access online educational platforms; and (3) By March 27, 43 percent of schools were in districts offering a type of remote education to students, and another 30 percent had planned, but not yet provided, educational content.
School District Responses to the COVID-19 Pandemic: Round 2, Districts Are up and Running
Author: Malkus, Nat
Date: 2020-04-00
Type: Reports - Research
Subjects: School Districts,School Closing,Access to Education,Distance Education,Public Schools,Lunch Programs,Breakfast Programs,Access to Computers,Educational Technology,Online Courses,Instructional Materials,Web Based Instruction,Asynchronous Communication,Synchronous Communication,Teacher Student Relationship,Computer Mediated Communication,Planning,Elementary Secondary Education,Internet,Food Service,COVID-19,Pandemics

Since mid-March, millions of schoolchildren have been stuck at home due to school closures brought on by the rapid spread of COVID-19. School districts' initial responses were captured by the first wave of the American Enterprise Institute's (AEI) COVID-19 Education Response Longitudinal Survey (C-ERLS), a nationally representative survey of public school districts. This report, which is the second in the &quot;School District Responses to the COVID-19 Pandemic&quot; series, provides an update to the previous report. Using the most updated C-ERLS data, this report describes how educational services changed over the span of just 11 days. It covers changes that occurred in public school districts between March 27 and April 7, 2020. Findings show: (1) More than nine in 10 schools were in districts providing meal services to students, up from 82 percent of schools that offered meals by late March; (2) In the span of 11 days, there was a dramatic increase in the percentage of schools with remote instructional programs in place, at 71 percent by April 7, up from 43 percent on March 27; and (3) Over half of schools are in districts encouraging one-on-one contacts with students, through either synchronous learning platforms or individual outreach via emails and phone calls. [For &quot;School District Responses to the COVID-19 Pandemic: Round 1, Districts' Initial Responses,&quot; see ED606201.]
School District Responses to the COVID-19 Pandemic: Round 4, Halfway through Closures
Author: Malkus, Nat
Date: 2020-05-00
Type: Reports - Research
Subjects: School Districts,School Closing,Access to Education,Distance Education,Public Schools,Lunch Programs,Breakfast Programs,Access to Computers,Educational Technology,Online Courses,Instructional Materials,Web Based Instruction,Asynchronous Communication,Synchronous Communication,Teacher Student Relationship,Computer Mediated Communication,Planning,Elementary Secondary Education,Internet,Food Service,COVID-19,Pandemics

When school buildings first closed in mid-March, few education leaders knew how long such closures would last. Now, that picture is becoming increasingly clear. Nearly all state governments have issued orders or recommendations requiring school buildings to remain closed for the duration of the 2019-20 academic year due to the threat of COVID-19. As schools enter the final leg in the academic year, this report provides updated data on the state of America's schools during the COVID-19 pandemic. It documents how public school districts responded to the crisis from April 23 to 24. School districts' responses for this period were captured by the fourth wave of the American Enterprise Institute's (AEI) COVID-19 Education Response Longitudinal Survey (C-ERLS), a nationally representative survey of public school districts. Findings show: (1) A bare majority of schools (51 percent) are now beyond the halfway point of scheduled closures--meaning they are now closer to the end of the school year than they are to the date in which buildings closed; (2) For the first time, the estimated percentage of schools offering asynchronous forms of remote instruction exceeded the estimated percentage of schools offering instructional packets; and (3) Over half of schools rely mostly or wholly on online platforms to provide remote instruction, which is more than double the share of schools that rely mostly or wholly on packets or hard copy materials. [For &quot;School District Responses to the COVID-19 Pandemic: Round 3, Plans for a Remote Finish,&quot; see ED606199.]
School District Responses to the COVID-19 Pandemic: Round 5, Plateauing Services in America&apos;s Schools
Author: Malkus, Nat
Date: 2020-05-00
Type: Reports - Research
Subjects: School Districts,School Closing,Access to Education,Distance Education,Public Schools,Lunch Programs,Breakfast Programs,Access to Computers,Educational Technology,Online Courses,Instructional Materials,Web Based Instruction,Asynchronous Communication,Synchronous Communication,Teacher Student Relationship,Computer Mediated Communication,Planning,Elementary Secondary Education,Internet,Food Service,Grading,COVID-19,Pandemics

This is the fifth report in the &quot;School District Responses to the COVID-19 Pandemic&quot; series, covering changes that occurred in public school districts between April 24 and May 8, 2020. Data for this report were collected on May 7 and 8. School districts' responses for this period were captured by the fifth wave of the American Enterprise Institute's (AEI) COVID-19 Education Response Longitudinal Survey (C-ERLS), a nationally representative survey of public school districts.Findings show: (1) For the first time since the authors started collecting data for C-ERLS, many education-related services offered in schools have plateaued, meaning they were offered by similar percentages of schools two weeks earlier; (2) Only 6 percent of schools in districts we surveyed changed the date of their last day of school--most of which moved up the last day of school by one or two weeks; and (3) To determine students' final report card grades, 22 percent of schools implemented a pass/fail policy to replace traditional letter grades. Similarly, policies in more than a fifth of schools ensure student grades &quot;can only go up&quot; from when the pandemic started. [For &quot;School District Responses to the COVID-19 Pandemic: Round 4, Halfway through Closures,&quot; see ED606202.]
School District Responses to the COVID-19 Pandemic: Round 6, Ending the Year of School Closures
Author: Malkus, Nat
Date: 2020-06-00
Type: Reports - Research
Subjects: School Districts,School Closing,Access to Education,Distance Education,Public Schools,Lunch Programs,Breakfast Programs,Access to Computers,Educational Technology,Online Courses,Instructional Materials,Web Based Instruction,Asynchronous Communication,Synchronous Communication,Teacher Student Relationship,Computer Mediated Communication,Planning,Elementary Secondary Education,Internet,Food Service,Graduation,Ceremonies,COVID-19,Pandemics

This is the sixth report in the &quot;School District Responses to the COVID-19 Pandemic&quot; series, covering changes that occurred in public school districts between May 8 and May 29, 2020. Data for this report were collected on May 27 and 29. School districts' responses for this period were captured by the sixth wave of the American Enterprise Institute's (AEI) COVID-19 Education Response Longitudinal Survey (C-ERLS), a nationally representative survey of public school districts. Findings showed: (1) On average, schools canceled eight days of instructional time due to the pandemic, because of either an extended spring break, a shortened academic year, or a lag between closing buildings and starting remote learning; (2) One in five schools were in districts that offered rigorous remote instruction most closely resembling in-classroom learning, while two in five offered perfunctory instructional programs; and (3) Forty-three percent of schools were in districts that planned for an in-person graduation ceremony--with 26 percent delaying the ceremony and 16 percent on schedule--and 28 percent of schools planned to conduct graduation ceremonies virtually. [For &quot;School District Responses to the COVID-19 Pandemic: Round 5, Plateauing Services in America's Schools,&quot; see ED606203.]
Linguistic Comprehension Instruction Has a Small Effect on Generalized Language Comprehension but a Negligible Effect on Reading. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Comprehension,Language Skills,Reading Comprehension,Reading Skills,Program Effectiveness,Intervention,Language Acquisition,At Risk Students,Young Children,Vocabulary Development,Grammar,Listening Comprehension

This Campbell systematic review examines the effects of linguistic comprehension instruction on generalized measures of language and reading comprehension skills. The review summarizes evidence from 43 studies, including samples of both pre-school and school-aged participants. This review considers whether language-supportive programs are effective. More specifically, the review aims to examine the immediate and long-run effects of such programs on generalized measures of linguistic comprehension and reading comprehension. The linguistic comprehension programs included in this review display a small positive immediate effect on generalized outcomes of linguistic comprehension. The effect of the programs on generalized measures of reading comprehension is negligible. Few studies report follow-up assessment of their participants.
Estimating Dual Enrollment by State. DataPoints. Volume 7, Issue 15
Author: American Association of Community Colleges
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Community Colleges,Two Year College Students,High School Students,Statistical Data,Educational Trends,Enrollment Rate

This issue of &quot;DataPoints&quot; shows the percent of estimated dual enrollment by state. Analysis suggests that nearly one-third of students enrolled in Iowa community colleges are high school students taking college classes.