ethanporcaro/eric-fulltext-meta huggingface dataset:
PISA 2018 Additional Analyses: What Does PISA Tell Us about the Wellbeing of 15-Year-Olds? Research Brief
Author: Kuhn, Lisa
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Well Being,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Cross Cultural Studies,Student Attitudes,Life Satisfaction,Measures (Individuals),Correlation,Socioeconomic Status,School Culture,Teacher Student Relationship,Feedback (Response),Self Concept,Student School Relationship,Failure,Parent Child Relationship,Educational Attainment,Fear

Recent national and international evidence suggests that the wellbeing of young people in the UK has decreased. The Programme for International Student Assessment (PISA) 2018 national reports for England, Wales and Northern Ireland (Sizmur et al., 2019a; Sizmur et al., 2019b; Sizmur et al., 2019c) identified cause for concern for 15-year-old pupils. Pupils' wellbeing in England, Wales and Northern Ireland was significantly lower than wellbeing in the other OECD countries on average. The comparison with PISA 2015 was also worrying; the proportion of 15-year-olds in the UK that reported being satisfied with their lives dropped at a faster rate than anywhere else, a 13 percentage point drop since 2015 (OECD, 2019). Based on PISA 2015 and 2018, this research brief summarises the key findings from the analysis of pupils' wellbeing data in England, Wales and Northern Ireland, as well as three OECD comparator countries, France, Finland and Korea. [For the full report, see ED612544.]
Evaluation of the Tailored Support Programme: Technical Appendix of Survey Responses
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: Program Evaluation,Consultation Programs,Teacher Recruitment,Teacher Persistence,Beginning Teachers,Sustainability,Administrator Attitudes,Leadership Role,Labor Force Development,Teacher Characteristics,Readiness,Job Satisfaction,Faculty Workload,Occupational Aspiration,Faculty Mobility,Strategic Planning

Between June 2018 and November 2020, the National Foundation for Educational Research (NFER) conducted an evaluation of the Tailored Support Programme (TSP) on behalf of the Department for Education (DfE). The aim of the evaluation was to explore perceptions of the TSP and, in particular, gather data on: reasons for engagement; what was delivered; what worked well and less well and why; perceived impacts; sustainability; challenges in engaging with the programme; and what has been learnt for future recruitment and retention programmes. The main report focuses primarily on the findings from the in-depth qualitative data, drawing on selected survey findings where appropriate. For context and completeness, this document provides more detail on the responses from the baseline surveys. Some analysis of Department for Education (DfE) management information is also included, where relevant. [For &quot;Evaluation of the Tailored Support Programme: Final Research Report,&quot; see ED612540.]
Dual Enrollment Expansion: Model Policy. ExcelinEd Policy Toolkit - 2019
Author: Foundation for Excellence in Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: State Legislation,Educational Legislation,Dual Enrollment,Public Schools,Private Schools,Home Schooling,Educational Finance,Financial Support,Eligibility

This document contains a model policy for the expansion of a dual enrollment. The model policy proposes expanded access to dual enrollment courses by: (1) expanding eligible students to additional grades and public, private, and homeschool school students; or (2) increasing available funding for tuition and associated fees; (3) implementing a cost-sharing agreement to increase available funding; or (4) updating the eligibility requirements. It is designed for states with existing statewide dual enrollment legislation. States should add the applicable additional language based on the current state limitations to expand the access. It is recommended that this legislation be accompanied with the accelerated college credit portfolio legislation to ensure students have access to a spectrum of options to attain early postsecondary credit.
Early College High School: Model Policy. ExcelinEd Policy Toolkit - 2019
Author: Foundation for Excellence in Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: High Schools,Dual Enrollment,Colleges,Public Schools,Educational Legislation,State Legislation,Articulation (Education)

An early college high school is four-year public high school whereby students are concurrently enrolled in high school and a postsecondary institution. Students are eligible to graduate with a high school diploma and an associate's or bachelor's degree from an institution of higher education. This document contains a model policy for the creation of an early college high school or early college high school program. It is recommended that an early college policy be accompanied by legislation to convene partners across K-12, postsecondary, and workforce/industry to ensure alignment across students' educational experiences and lead to in-demand and high-wage careers.
2021 Update: How to Target GEER Funding. A Playbook for Governors
Author: Foundation for Excellence in Education
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,State Government,Resource Allocation,Grants,Technology Uses in Education,Partnerships in Education,Cost Effectiveness,Achievement Gap,College Readiness,Career Readiness,Social Development,Emotional Development,Trauma,Data Collection,Tutoring,Supplementary Education,Private Schools

As part of both the 2020 Coronavirus Aid, Relief, and Economic Security Act (CARES) and the recently passed 2021 Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA), the U.S. Department of Education (USED) made available almost $4.2 billion for the Governor's Emergency Education Relief Fund (GEER). Governors across the nation have the opportunity to be strategic with their use of GEER funds to support education in the wake of the COVID-19 pandemic. It is important to note that the second round of GEER funds have been split into two: GEER II funds, which do not require governors to reapply or submit new proposals to the USED, and Emergency Assistance for Non-Public Schools (EANS), a new program that will require a plan be submitted to and approved by USED ($2.75 billion) to access support for private schools. This brief focuses on GEER and GEER II funds. It begins by describing the challenge behind determining how to best use GEER allocation. As part of the solution to this challenge, it shares fives ideas governors should consider for targeted funding that can help students, families, and educators in their state respond to and recover from continued effects of COVID-19. [For the 2020 report, see ED609279.]
Reverse Transfer: Model Policy. ExcelinEd Policy Toolkit - 2019
Author: Foundation for Excellence in Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,State Legislation,Community Colleges,Reverse Transfer Students,Associate Degrees

The Reverse Transfer Act allows a community college to award a student an associate degree if the student has transferred to a 4-year postsecondary institution but did not complete a 4-year degree. To qualify, the student must have met the requirements for the associate degree through a combination of coursework from the 2-year and 4-year postsecondary institutions. This document contains a model policy for reverse transfer.
The Importance of Recess in California Elementary School Reopening
Author: London, Rebecca A.
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Recess Breaks,Elementary School Students,School Closing,COVID-19,Pandemics,Mental Health,School Safety,Play,Well Being,Public Health

As California's elementary schools reopen after prolonged physical closure due to COVID-19, attention to healing the school community will be essential. Although there is wide variation in the timing and formats with which schools plan to reopen, it is clear that when students reenter school buildings they will be eager to reconnect with friends and teachers. Because elementary school-aged children learn and grow through play, recess is an ideal time to support healing and to prepare students to return to the classroom ready to learn. When students are allowed to reenter school buildings, providing opportunities for play should be a priority; this brief discusses how schools can safely implement recess and harness the power of play to rebuild the school community and support the well-being of their students.
Essential Educators: Teacher and Parent Views on COVID-19. Findings from a Public Agenda National Survey
Author: Schleifer, David
Date: 2021-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Teacher Attitudes,Parent Attitudes,Elementary Secondary Education,School Closing,Disease Control,Teacher Role,Parent Role,Risk Management,Public Schools,Political Affiliation,Immunization Programs,School Role,Standardized Tests,Online Courses,Educational Needs,Value Judgment,Teacher Recruitment

After a challenging fall semester, a national survey from Public Agenda finds that K-12 teachers and parents are largely on the same page regarding education during the COVID-19 pandemic. Just over half of both teachers and parents feel that their communities value teachers more now than before the pandemic. While only one-third of parents think that they can fill teachers' roles, most parents and teachers think in-person teaching during the pandemic is risky. Most parents and teachers also think teachers themselves should have a voice in deciding whether to hold in-person classes. However, both parents and teachers feel torn over whether in-person classes are worth the risks. As COVID-19 vaccination efforts continue to roll out, somewhat more teachers than parents favor requiring both teachers and students to be vaccinated in order to hold in-person classes. Somewhat more teachers than parents also favor suspending standardized testing during the pandemic. However, both teachers and parents feel strongly that schools must provide teachers with the resources to effectively teach online and to support themselves and their students socially and emotionally.
Centering the Student Voice: Community Colleges and Sexual and Reproductive Health Access in Texas and Mississippi
Author: Bernstein, Anna
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Access to Health Care,Access to Information,Student Attitudes,Health Needs,Barriers,College Role,Sexuality,Birth,Student Experience,Costs,Colleges,Social Bias,Outreach Programs,Information Dissemination,College Environment,Student Satisfaction,Clinics,Community Health Services,Information Sources,Contraception

Access to sexual and reproductive health care and information can affect college students' ability to succeed in higher education. Yet community colleges often do not consider students' reproductive health access when considering how to promote their academic success. This report summarizes findings from original research conducted by the Institute for Women's Policy Research (IWPR) on community college students' experiences accessing sexual and reproductive health services and information in two states--Texas and Mississippi. Through an online survey and in-depth interviews, IWPR researchers gained insight from students into the obstacles they face in addressing their health needs and how their institutions could better support their access to care. The report seeks to amplify the voices of students to ensure that their perspectives are centered in the movement to expand sexual and reproductive health access for community college students.
Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts
Author: Dineen, Jennifer N.
Date: 2021-03-00
Type: Reports - Research
Subjects: Public Schools,School Districts,Screening Tests,Behavior Disorders,Emotional Disturbances,Identification,Student Characteristics,Institutional Characteristics,Usability,Standards,Student Needs,Student Behavior,Elementary Secondary Education

Using a nationally representative sample of U.S. public school districts, we explored the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting students are referred to an internal support team when SEB concerns arise. Districts were more likely to report SEB problems were identified and supported internally when they had elementary SEB programs, were located in urban areas, and had higher SES levels. District administrators who reported that SEB problems were identified and addressed internally, including use of universal screening procedures, reported the highest levels of knowledge about their SEB approach as well as willingness to change their practices. [This is the online version of an article published in &quot;American Journal of Education Research.&quot;]
Identifying Children and Youth in Homeless Situations. Updated. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Identification,Civil Rights,Access to Education,Federal Legislation,Homeless People,Educational Legislation,Elementary Secondary Education,School Districts,Children,Youth,State Policy,Definitions,Confidentiality,Administrator Role,Educational Policy

The word &quot;homeless&quot; typically does not bring to mind images of children and youth; but in reality, more than 1 million children and youth experiencing homelessness have been identified by U.S. public schools every year since the 2010-2011 school year (National Center for Homeless Education, 2016). Further, the number of students experiencing homelessness identified by schools nearly doubled between the 2004-2005 and 2013-2014 school years (2016). Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act (42 U.S.C. § 11431 et seq.; hereafter the &quot;McKinney-Vento Act&quot;), guarantees educational rights and supports for students experiencing homelessness. This brief summarizes the key provisions of the McKinney-Vento Act related to the identification of children and youth experiencing homelessness and provides an overview of implementation strategies at the state and local levels. [For the 2017 edition, see ED594620.]
PISA 2018 Additional Analyses: What Differentiates Disadvantaged Pupils Who Do Well in PISA from Those Who Do Not? Research Brief
Author: Classick, Rachel
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Economically Disadvantaged,Academic Achievement,Secondary School Students,Outcomes of Education,Comparative Education,Student Attitudes,Student Characteristics,Resilience (Psychology),Socioeconomic Status,Student Motivation,Metacognition,Learning Strategies,Academic Aspiration,Occupational Aspiration,International Assessment,Achievement Tests

Social mobility and improving the performance of disadvantaged pupils is a focus for policy in England, Northern Ireland and Wales. The findings from PISA 2018 provide a unique opportunity to explore the impact of disadvantage on pupils aged 15, to contextualise achievement outcomes with information about home-life and school, as well as providing an international perspective. In particular, PISA provides the opportunity to explore the impact of disadvantage on attainment using a more sophisticated measure of disadvantage than the binary 'eligible for free school meals or not' by measuring socioeconomic status on a continuous scale based on pupils' responses to questions about their parents' background and education, and possessions in their homes. This research brief summarises the key findings from the analysis of disadvantaged pupils in England, Wales and Northern Ireland. Comparisons are also made with three OECD countries; Estonia and Canada as high-achieving countries with greater equity, and the Republic of Ireland to complement the simultaneous analysis PISA 2018 additional analyses: Learning from other countries (Sizmur et al., forthcoming). [For the full report, see ED612752.]
Engaging Families in Literacy and Learning. UIL Policy Brief 9
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Family Literacy,Family Environment,Numeracy,Language Skills,Disadvantaged,Institutional Cooperation,Intergenerational Programs,Community Programs,Lifelong Learning,Sustainable Development,Adult Education,Early Childhood Education

Although they are often overlooked by policymakers, intergenerational approaches to literacy and learning have huge potential across a range of agendas and particularly for disadvantaged and vulnerable families. Research evidence reveals the considerable benefits of family learning for both children and adults. Fostering a culture of learning within the family can help prevent school failure and drop-out among children while helping parents in ensuring their children are school-ready and supporting them with their homework. The desire of parents to better support their children at school is often a critical motivator for them in re-engaging with learning. In this way, family learning overcomes the barriers between home, school and community, breaks the intergenerational cycle of low education and literacy skills, and thus helps address the persistent challenges of disadvantage, inequality and exclusion. To promote family learning, and to inspire and support policymakers in realizing its potential to tackle literacy and other educational challenges faced by disadvantaged families and communities, the UNESCO Institute for Lifelong Learning (UIL) has published a new policy brief, &quot;Engaging Families in Literacy and Learning.&quot; Offering an analysis of the values and benefits of family literacy and learning, the policy brief advocates family learning as a holistic strategy to be integrated across early childhood/pre-school/primary education, adult education and community education. This approach shows the transformative power of family learning that can help achieve a range of important targets, across the full spectrum of the Sustainable Development Goals. Further, the policy brief proposes the following five policy recommendations based on an analysis of successful family learning programmes: (1) use a 'whole family' approach to address literacy challenges; (2) focus on the creation of literate environments; (3) promote cooperation using flexible funding streams and reporting approaches; (4) link literacy and learning to other services for disadvantaged families; and (5) use family literacy and learning to break the intergenerational cycle of low education levels. This policy brief complements the recently launched resource, &quot;Learning Together Across Generations: Guideline for Family Literacy and Learning Programmes&quot; (ED582941). Together, they offer critical support to stakeholders in Member States in successfully piloting family literacy and learning programmes and in realizing their very significant, but still largely untapped, potential.
North Dakota University System 2019-20 Annual Enrollment Report
Author: Weber, Jennifer
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Enrollment,Distance Education,Enrollment Trends,Full Time Equivalency,Full Time Students,Part Time Students,College Freshmen,Graduate Students,College Transfer Students,College Credits,Noncredit Courses,Community Colleges,Job Training,Independent Study,Blended Learning,Electronic Learning,Undergraduate Students,Two Year College Students

The North Dakota University System &quot;2019-2020 Annual Enrollment Report&quot; is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, nondegree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. Non-credit enrollments provided through TrainND, a legislatively established organization powered by the public community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2019, Fall 2019 and Spring 2020 semesters. In addition to credit types, this report also presents course enrollments by delivery method. [For the &quot;2018-19 Annual Enrollment Report,&quot; see ED604985.]
Parents in College: By the Numbers
Author: Cruse, Lindsey Reichlin
Date: 2019-04-11
Type: Reports - Descriptive
Subjects: College Students,Parents,Nontraditional Students,One Parent Family,Enrollment Trends,Racial Differences,Student Loan Programs,Age Differences,Community Colleges,Proprietary Schools,Public Colleges,Grade Point Average

Two-generation (2Gen) programs and policies create opportunities that allow adults and the children in their lives to build on each other's successes. Ensuring that both parents and children have access to affordable, high-quality educational opportunities, for example, is a core component of a 2Gen approach. Investments in the postsecondary success of parents with young children can increase attainment of credentials leading to good jobs, bring children the benefits of high-quality learning environments, promote later college-going among children, and improve family economic security across generations. This fact sheet provides information on the student parent population including college debt, grades, and how to promote student parent college success.
Higher Education behind Bars: Expanding Post-Secondary Educational Programs in New England Prisons and Jails
Author: Miller, Sheridan
Date: 2021-01-00
Type: Reports - Research
Subjects: Postsecondary Education,Correctional Education,Correctional Institutions,Institutionalized Persons,Access to Education,Educational History,Recidivism,Outcomes of Education,Employment Level,Self Concept,High School Equivalency Programs,Economic Impact,Self Esteem,Student Financial Aid,Federal Aid,Grants,Federal Legislation,Racial Differences,Ethnicity,Educational Attainment,Cost Effectiveness,Well Being

On Dec. 21, 2020, Congress lifted the 26-year ban on federal student aid--specifically, the Pell grant--for those who are incarcerated. The decision came after a long push for prison reforms that included calls for a greater emphasis on rehabilitation, reducing prison populations, and making prison sentences less harsh. New England has long been a decisive voice in providing postsecondary education behind bars, and the region persevered even after Pell grants were denied to inmates following the 1994 &quot;Tough on Crime&quot; laws. This brief explores the statistics and demographic information of incarcerated people in New England and in the U.S. It examines the impact of higher education on recidivism, employment outcomes, and self-concept of people in the region. The analysis also integrates qualitative data in the form of first-hand perspectives obtained in interviews with professors, Department of Corrections coordinators, and inmates themselves. The brief concludes by sharing promising practices that exist in the region can serve as models for creating postsecondary education programs in New England prisons.