ethanporcaro/eric-fulltext-meta huggingface dataset:
Resources on Developing Comprehensive and Equitable School Safety Plans That Consider the Whole Child, Whole School, and Whole Community. Comprehensive and Equitable School Safety Plans
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Emergency Programs,Crisis Management,Readiness,School Safety,Planning,Student Needs,Well Being,Resilience (Psychology),Law Enforcement,Elementary Secondary Education,Equal Education,Justice

The Readiness and Emergency Management for Schools Technical Assistance Center (REMS) has created a list of resources on developing comprehensive and equitable school safety plans that consider the whole child, whole school, and whole community. The list includes the following categories: (1) Equity in School Systems; (2) School-Based Law Enforcement; and (3) Emergency Operations Plan Development.
Resources on the Role of Mental Health Professionals in School Safety Efforts. Mental Health Professionals Resource List
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Mental Health,Health Personnel,Role,School Safety,Emergency Programs,Readiness,First Aid,Trauma Informed Approach,Elementary Secondary Education,Postsecondary Education,School Districts,Agency Cooperation,Cooperative Planning,Public Health

The Readiness and Emergency Management for Schools Technical Assistance Center (REMS) has created a list of resources on the role of mental health professionals in school safety efforts. The list includes the following categories: (1) Before an Emergency; (2) During an Emergency; (3) After an Emergency; and (4) Emergency Operations Plan (EOP) Development and Annexes.
Resources on the Role of K-12 Transportation Directors in School Safety Efforts. K-12 Transportation Directors
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Elementary Secondary Education,Readiness,Emergency Programs,Student Transportation,School Buses,Administrator Role,School Safety,Financial Support,Violence,Bullying,Traffic Safety,Pollution,Planning,COVID-19,Pandemics,Food Service

The Readiness and Emergency Management for Schools Technical Assistance Center (REMS) has created a list of resources on the role of K-12 transportation directors in school safety efforts. The list includes the following categories: (1) Preparing for Emergencies on School Buses--(a) Adversarial and Human-Caused Threats; and (b) Technological Hazards; (2) Using School Buses to Respond to Emergencies--(a) Evacuation; and (b) Continuity of Operations; (3) Exploring Other Transportation Topics--(a) Pedestrian and Bicycle Safety; and (b) Funding for School Buses and Infrastructure; and (4) Developing Emergency Operations Plans, with a list of Annexes.
Resources on the Role of School Nutrition Directors in School Safety Efforts. School Nutrition Directors
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Nutrition,Administrator Role,School Safety,Food Service,Food Standards,Emergency Programs,Water,Training,Readiness,COVID-19,Pandemics,Elementary Secondary Education

The Readiness and Emergency Management for Schools Technical Assistance Center (REMS) has created a list of resources on the role of school nutrition directors in school safety efforts. The list includes the following categories: (1) Food Safety, Food Defense, and Contaminated Food Annexes--Training; (2) Feeding and Food Distribution--Training; and (3) Developing Emergency Operations Plans.
Cultural-Institutional Values and the Coordination of Internships at HBCUs: A Framework for a Value Theory of Educational Labor. WCER Working Paper No. 2022-4
Author: Wolfgram, Matthew
Date: 2022-12-00
Type: Reports - Research
Subjects: Internship Programs,Black Colleges,Cultural Traits,Institutional Characteristics,Minority Groups,Social Networks,Student Development,College Students,Employment,African American Students,Teacher Attitudes

The paper introduces the history and politics of value formation at historically Black colleges/universities (HBCUs) and focuses on how cultural-institutional values associated with Black and minority servingness--such as Black empowerment, ethics of care, and community service--impact the work of educators to coordinate internship opportunities for students. Drawing on interviews with educators at six HBCUs (n=27), this paper documents how such cultural-institutional values impact educational labor by being manifested in institutional discourse, supported through provision of institutional resources, embodied through institutional practices, and measured and assessed though institutional regimes of accountability. Educators work to expand students' access to the market by courting employers to establish networks for internships, and at the same time, work to promote the good reputation of the HBCU by selecting and triaging students who will represent the institution well, by socializing particular social skills, work norms, and dispositions of respectability, and by sociocultural matching of student and employer. This approach creates and expands the internship market for HBCU students; provides students with extra care, advice, and anticipatory socialization for the internship; and matches the student with an employer who may be particularly amenable to supporting the student's development. The paper proposes a value theory of educational labor that highlights and clarifies how cultural-institutional values constitute a specific context that motivates educators' work to serve their students in particular culturally informed ways.
Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity
Author: Fallon, Lindsay M.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Multi Tiered Systems of Support,Student Behavior,Discipline,Race,Disproportionate Representation,Equal Education,Whites,African American Students,Minority Group Students,Suspension,School Psychology,School Psychologists,Student Empowerment,School Community Relationship,Advocacy,Professional Development,Inclusion,Racism,Educational History,Discipline Policy

Despite widespread implementation of multi-tiered systems of support for behavior (MTSS-B), evidence of racial discipline disproportionality persists. We argue MTSS-B must prioritize racial equity and healing in schools. We first discuss how discipline has centered Whiteness, providing a brief history of relevant events and sociopolitical forces that have maintained a reliance on exclusionary discipline practices with a primary focus on out-of-school suspension to oppress youth of color, specifically Black students. Then, we describe the harm exclusionary discipline has caused the Black community by synthesizing counter-storytelling. Finally, we propose ways to strengthen MTSS-B to promote racial equity with a primary focus on supports to adults in the systems in which oppression is maintained. We propose school psychologists can: (1) empower students, families, and communities to engage in authentic partnerships; (2) advocate to educational leaders; (3) coordinate transformative staff professional development; and (4) support teachers to create inclusive and healing classroom communities. We frame these suggestions within an ecological-behavioral paradigm that considers root conditions of harm. [This paper will be published in &quot;School Psychology Review.&quot;]
English Learners in Chicago Public Schools: An Exploration of the Influence of Pre-K and Early Grade Years. Research Report
Author: de la Torre, Marisa
Date: 2021-09-00
Type: Reports - Research-practitioner Partnerships
Subjects: English (Second Language),English Language Learners,Language Skills,Language Proficiency,Student Needs,Outcomes of Education,Institutional Characteristics,Attendance Patterns,Scores,Preschool Children,Elementary School Students

English Learners (ELs) are students from whom much is expected: they are tasked with mastering grade-level content while also learning English, a language in which they are not fully proficient. Mastering academic English--the set of language skills necessary for success in school--is a developmental process that takes at least five to seven years. Over time, most students who begin school classified as ELs demonstrate English proficiency and their status changes from that of an active EL to a former EL. Because of this, active ELs are concentrated in the early grades. Hence, schools and teachers need to focus educational resources in the early years to support ELs' instructional needs and set them on a path to academic success. To provide new and needed knowledge about what student and school characteristics are associated with EL success in pre-k and the early grades, this study examines attendance, grades, test scores, and English proficiency from two groups of Chicago Public Schools (CPS) ELs (14,058 students in pre-k and 16,651 students in the early grades K-3) to answer the following research questions: (1) What are the factors associated with stronger outcomes for ELs in pre-k and the early grades?; (2) To what extent can schools identify ELs who would benefit from additional support?
Resources on the Role of Public Health Officials in School Safety Efforts. Public Health Officials Resource List
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Elementary Secondary Education,Emergency Programs,Public Health,Public Officials,Readiness,Training,Communicable Diseases,Health Promotion,School Safety,Disease Control,Higher Education,School Districts,Role,Federal Government,State Government,Local Government,Government Role

This document provides an annotated list of Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center resources and federal partner resources. The resources are directed toward public health officials and K-12 planning teams on emergency operations plan development and preparing schools for before, during, and after an emergency.
Earnings Gaps Based on Race/Ethnicity and Education Level. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2021-05-00
Type: Reports - Research
Subjects: Salary Wage Differentials,Racial Differences,Ethnicity,Educational Attainment,Academic Degrees

This research brief examines race-based disparities in the lifetime earnings of Kentuckians at the same educational attainment level. It relies on data from the 2016-18 American Community Survey to approximate lifetime earnings for full-time workers with at least a high school diploma. It is the third of three research briefs on lifetime earnings in Kentucky. [For the second research brief in this series, see ED611814.]
K-12 Online Classrooms: Emergency Management Planning for All Settings. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Elementary Secondary Education,Online Courses,Emergency Programs,School Safety,School Security,Readiness,Educational Technology,Electronic Learning,Cooperative Planning,Training

As online classrooms become more common, schools and school districts should consider how use of them might impact school safety, security, emergency management, and preparedness planning and how online classrooms may be affected by various hazards and threats. This fact sheet provides emergency management planning considerations for online classrooms from an all settings, all times perspective, which includes schools and programs that are fully online; it also highlights the importance of considering online classrooms in EOP annexes, such as the Continuity of Operations (COOP) Annex and the Cyber Annex (see ED593772). A list of resources is also provided.
Student Reciprocity Programs and MSEP in the 21st Century. Midwest Student Exchange Program (MSEP)
Author: Appel, Sara
Date: 2021-07-00
Type: Reports - Research
Subjects: Institutional Cooperation,Tuition,Interstate Programs,Higher Education,Enrollment Trends,Nontraditional Students,Out of State Students,COVID-19,Pandemics,Student Exchange Programs,Costs,Program Effectiveness,Program Administration,Data Collection,Educational Policy,Educational Objectives,On Campus Students,Minority Group Students,Low Income Students,First Generation College Students,Educational Finance,Access to Education

In 1994, the Midwestern Higher Education Compact (MHEC) joined its sister compacts in offering a regional student reciprocity and tuition exchange opportunity known as the Midwest Student Exchange Program (MSEP). The program allowed students from one MHEC state to attend an institution at a reduced tuition rate in another MHEC state when the student's home state did not offer the degree program the student was seeking. This arrangement benefitted students, families, institutions, and states by increasing options and decreasing costs for families and students while increasing enrollments and student in-migration at participating schools in MSEP states. This report begins with an overview of current trends in higher education and moves to a discussion of the contemporary role of student exchange and tuition reciprocity programs. These sections are followed by a 25-year history of MSEP, placing MSEP in context vis-à-vis other reciprocity programs, its original goals, and the contemporary needs and priorities of students, families, institutions, and states.
An Introduction to Considerations for Through-Year Assessment Programs: Purposes, Design, Development, Evaluation
Author: Dadey, Nathan
Date: 2023-02-03
Type: Reports - Descriptive
Subjects: Student Evaluation,Progress Monitoring,Summative Evaluation,Standardized Tests,Educational Assessment,Program Design,Testing,Evaluation Methods,Instruction,State Standards,Theories,Validity,Test Construction,Test Content,Program Evaluation,Educational Legislation,Elementary Secondary Education,Federal Legislation

This document is written primarily for policy makers and state department of education staff who are considering through-year assessments, as well as consultants and contractors state departments rely on. The document identifies essential things to consider when designing or evaluating a through-year assessment program. The paper is organized into five sections. The first section provides a definition of through-year assessment, the main motivations and purposes for through-year assessments, and the tools for specifying an assessment design, including theories of action, claims, and validity arguments. The second section describes key design aspects that every through-year assessment program must address, and some options for those design aspects that distinguish through-year models. The third section discusses emerging examples of specific through-year assessment designs in terms of their design choices, challenges, and trade-offs. The fourth section provides suggestions for evaluating through-year assessment programs that go beyond current evaluation requirements for state summative assessments, such as federal Peer Review. The fifth and final section provides conclusions and a view to the future.
Through-Year Assessments: Practical Considerations for LEA Implementation
Author: Smarter Balanced Assessment Consortium
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Progress Monitoring,School Districts,Role,Summative Evaluation,Standardized Tests,Educational Assessment,Mathematics Achievement,Mathematics Education,Alignment (Education),Planning,Stakeholders,Information Dissemination,Testing,Grade 5,Instruction,Elementary Secondary Education,Educational Legislation,Federal Legislation

Through-year assessment has entered the national educational dialogue as an alternative to the end-of-year summative assessment model. As state educational agencies (SEAs) weigh the advantages and disadvantages of embracing this emergent assessment system, it is important to consider the impact such a decision would have on local educational agencies (LEAs). This paper explores the practical considerations for LEAs managing the implementation of a statewide through-year model with an instructional use additional aim. It outlines the work required at the LEA level to effectively implement a through-year approach, including defining a theory of action, developing a plan for supporting teachers and students, communicating with key stakeholders, and administration management. Importantly, the paper also addresses potential implications of a through-year assessment model at the classroom level through teacher and student vignettes. It aims to answer the question: How might a through-year assessment system more effectively serve the primary purpose of assessment: improving teaching and instruction? [This report was prepared by the New Teacher Center.]
Assessing the Options: Considerations for Provision of Choice in Assessment
Author: Biernacki, Paulina J.
Date: 2022-03-10
Type: Reports - Evaluative
Subjects: Student Evaluation,Alternative Assessment,Participative Decision Making,Educational Benefits,Homework,Grading,Guidance,Formative Evaluation,Student Motivation

Allowing students to make choices (e.g., on the reading materials to read for an assignment) can contribute to creating learning environments that promote critical thinking, and intrinsic motivation among students. Given this potential that choice has to enhance instruction, it is reasonable to examine its potential as a contributor to enhanced assessment practices. The goal of this brief is to provide state and district education leaders and educators with some considerations about the possibilities and challenges in providing choice in assessment. It is organized into five sections: (1) Introduction; (2) Types of choice in assessment; (3) Choice in assessment: Goals and challenges; (4) Conclusions; and (5) Recommendations for education agencies and educators.
Content Progressions &amp; Clustering across Instructional Materials: Viability for Supporting the Design of a Through-Year Assessment Model
Author: Cole, Shelbi K.
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Instructional Materials,Computer Assisted Testing,Adaptive Testing,Student Evaluation,Academic Standards,Design,Alternative Assessment,Language Arts,Mathematics,Media Selection,Elementary Education

Over the past few years, several states have begun to explore or pilot different through-year assessments to serve as replacements to the traditional end-of-year summative assessments that are currently the predominant source of information used by states to meet federal accountability requirements. While there are several different assessment models that could be considered as part of a through-year design, the purpose of this paper is to examine what it might look like to administer the end-of-year computer adaptive test (CAT) in a through-year model that more closely resembles the current Smarter Balanced interim assessment blocks (IABs), with a specific emphasis on content considerations. It is guided by the following two questions: (1) To what degree do some of the most widely used mathematics and English language arts/literacy curricula support a reasonable structure for clustering standards for a through-year model? and (2) To what degree can the existing Smarter Balanced interim assessment system, with some adaptations, be used to support the design and development of a high-quality through-year assessment model?
Student Post-Secondary Plans and College Enrollment, Class of 2022, SCOIR Data. Information Capsule. Volume 2201
Author: Tirado, Andrea
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: High School Seniors,Academic Aspiration,College Attendance,College Applicants,College Enrollment,Postsecondary Education,College Bound Students,Enrollment Rate,Intention

This Information Capsule utilized data from the Scoir platform to report on post-secondary plans and enrollment for the M-DCPS class of 2022. Approximately 95% of the high school seniors enrolled in traditional high schools had available data on the platform and of those, 90% indicated they had plans to attend college after graduating from high school. Students submitted applications to over 1,000 institutions and a total of 13,678 students indicated they were enrolling in an institution they had been accepted to. Most of the students enrolled in institutions in the state of Florida, with over 50% of them enrolling in Miami Dade College.
Leading for Innovation in Higher Education: A Design Narrative. WCER Working Paper No. 2023-1
Author: Halverson, Richard
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Change,Educational Innovation,Educational Cooperation,Leadership Role,Organizational Change,Partnerships in Education,Theory Practice Relationship,Inclusion,Organizational Culture,Educational Research,Networks,Communities of Practice,Schools of Education,State Universities,College Faculty,Program Descriptions,Researchers,Barriers,State Departments of Education,Equal Education,Instructional Leadership,Graduate Students,College School Cooperation,Elementary Secondary Education

This paper relates how leaders of a higher education program, the Wisconsin Collaborative Education Research Network, sparked and managed innovation across communities of scholarship, research, and practice. This paper uses a &quot;design narrative&quot; method to describe how leaders orchestrated organizational change by bringing diverse communities together into research-practice partnerships. The narrative uses the idea of &quot;boundary objects&quot; to describe how initiatives were progressively developed to create more inclusive spaces for sustained innovation. The insights and the capacity that resulted from initial design efforts created a richer space for subsequent initiatives. The paper shows how design narratives can illustrate the role that boundary objects can play in organizational change and concludes with a discussion of the role that leaders can play in creating inclusive cultures of innovation in higher education.
SCD-MVA: A Mobile Application for Conducting Single-Case Experimental Design Research during the Pandemic
Author: Moeyaert, Mariola
Date: 2020-00-00
Type: Reports - Research
Subjects: Research Design,Computer Oriented Programs,Research Methodology,Case Studies,COVID-19,Pandemics,Data Collection,Electronic Learning,Information Management,Visualization

The COVID-19 outbreak emphasizes the need for alternative methods for data gathering and collaboration among researchers in a virtual research environment. One experimental design that is well suited in a social distancing research context is the single-case experimental design (SCD). SCDs can handle disruptions as: (a) they do not require large groups gathering for data collection or intervention administration; (b) interventions are administered individually and in some cases remotely; (c) no comparison group is needed; and (d) they are adaptive and flexible designs. The purpose of this article is to introduce the mobile application, SCD-MVA (2019), developed to assists in the design of an SCD, data gathering, data analysis, and remote collaboration. The application allows data management and data sharing among researchers, provides an in real time visualization of the gathered data, stimulates interaction between researchers in terms of designing the SCD, gathering the data, and analyzing the gathered data, and does all these things with no need for in-person meetings of the research team. [This is the online version of an article published in &quot;Human Behavior and Emerging Technologies.&quot;]