ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors That Influence Families&apos; Search for Child Care and Early Education. Research Highlight. OPRE Report #2022-70
Author: Banghart, Patti
Date: 2022-04-00
Type: Reports - Research
Subjects: Family Involvement,Child Care,Early Childhood Education,Access to Education,Access to Information,Consumer Education,Parents,Needs,Web Sites,State Programs,Family Income

Various factors influence families' search for child care and early education (CCEE). These factors can be grouped into four dimensions of access: (1) reasonable effort to find CCEE; (2) affordability; (3) meets parents' needs; and (4) supports child development. All states provide a consumer education website to help inform families' child care search, but families may have difficulty finding and navigating these sites. Improvements to states' consumer education website can better promote equitable access to information. This highlight draws key findings from two reports focused on families' search for child care and states' efforts to provide parents with consumer education to help inform their child care search process: (1) &quot;Parents' Reasons for Searching for Early Care and Education and Results of Search: An Analysis Using the Access Framework&quot; (ED613557); and (2) &quot;Supporting Families' Access to Child Care and Early Education: A Descriptive Profile of States' Consumer Education Websites&quot; (ED616310). [This report was produced through the Child Care and Early Education Policy and Research Analysis (CCEEPRA) project.]
The State of CTE: Early Postsecondary Opportunities
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Vocational Education,Postsecondary Education,Secondary School Students,Dual Enrollment,College Credits,Standards,State Policy,Access to Education,Equal Education,Data Collection,Data Use,Barriers,Articulation (Education),Teacher Recruitment,Teacher Education,Vocational Education Teachers,Tests,Educational Legislation,Federal Legislation,Technical Education,At Risk Students,Low Income Students,Minority Group Students,English Language Learners,Racial Differences,Ethnicity,Parent Background,Educational Attainment,Grade 12

Early postsecondary opportunities (EPSOs) provide more than 5.5 million secondary learners annually an intentionally designed authentic postsecondary experience (such as dual or concurrent enrollment) leading to college credit that counts toward a recognized postsecondary degree or credential. Career Technical Education (CTE) courses make up approximately one-third of all EPSO enrollments and are a critical component of a high-quality CTE program of study, bridging secondary and postsecondary learning. Advance CTE's vision, Without Limits: A Shared Vision for the Future of CTE, calls on states to ensure that each learner's skills are counted, valued and portable. At the state level, systems are needed to translate competencies and credentials into portable credit. One key way to accomplish this goal is to expand, simplify and standardize early postsecondary credit, articulation and transfer policies to better facilitate high-quality EPSOs for every learner. To this end, Advance CTE, in partnership with the College in High School Alliance, surveyed State CTE Directors to better understand state policies that support EPSOs in CTE. This report reveals key findings from the survey data and highlights examples of promising practices and opportunities to improve the quality of CTE EPSO programs and expand equitable access to and success in EPSO programs for historically marginalized learner populations. [This report was prepared with the support of the College in High School Alliance.]
Specimen Pages of Harper&apos;s Readers. First, Second, Third, Fourth, and Fifth Readers. Each in Two Parts
Date: 1891-00-00
Type: Books
Subjects: Textbooks,Reading Instruction

This textbook consists of specimen pages from &quot;Harper's First,&quot; &quot;Second,&quot; &quot;Third,&quot; &quot;Fourth,&quot; and &quot;Fifth&quot; readers. The books' main object and intent is to teach reading. The language lessons, notes, questions, etc., are placed at the end of each book, where they can be used by the teacher for purposes of reference and supplementary oral instruction.
The New Barnes Readers. Book Three
Author: Dressel, Herman
Date: 1920-00-00
Type: Books
Subjects: Textbooks,Reading Instruction

This textbook is the third volume in a series of readers.
The New Barnes Readers. Book Two
Author: Dressel, Herman
Date: 1917-00-00
Type: Books
Subjects: Textbooks,Reading Instruction

This textbook is the second volume in a series of readers. Word lists are included.
Propelling Student R&amp;D Field Success: Transferring College Classroom Materials to the Boondocks
Author: Gary, Lee Presley, Jr.
Date: 2022-03-12
Type: Reports - Evaluative
Subjects: Higher Education,Instructional Materials,College Faculty,Diseases,Natural Disasters,COVID-19,Pandemics,Research and Development,Case Studies,Foreign Countries,Educational Benefits,Learning Processes,Technology Transfer,Graduate Students,Undergraduate Students,Immunization Programs,Student Research,Research Projects,Field Experience Programs

This presentation is a roadmap with a one-mode transition and subsequent application of selected higher education classroom materials to field research for learning, which has been a challenge for college faculty members for ages. The essential components of such a process are delineated, using the field experience gained by the authors with catastrophic events, covering the 2010 Haitian Earthquake, 2014-2015 Ebola Outbreak in West Africa, and the 2021-2022 Corona Virus (SARS-CoV-2) Pandemic in Illinois. Priority is given to bridging learning gaps. The prime takeaway for college faculties is reinventing rewarding student R&amp;D field projects. An added benefit is the capacity to create new, unique, or novel case studies to promote expanded and challenging student learning experiences. Such R&amp;D case studies have market potential.
Heightened Immigration Enforcement Impacts US Citizens&apos; Birth Outcomes: Evidence from Early ICE Interventions in North Carolina
Author: Tome, Romina
Date: 2021-02-03
Type: Journal Articles
Subjects: Immigrants,Immigration,Law Enforcement,Neonates,Prenatal Care,Health Services,Access to Health Care,Educational Attainment,Pregnancy,Classification,Counties,Hispanic Americans,Birth,Body Weight,Salaries,Health,Intervention,Mothers,Program Implementation,State Policy,Undocumented Immigrants,Race,Correlation,Barriers

We examine how increased Immigration and Customs Enforcement (ICE) activities impacted newborn health and prenatal care utilization in North Carolina around the time Section 287(g) of the Immigration and Nationality Act was first being implemented within the state. Focusing on administrative data between 2004 and 2006, we conduct difference-indifferences and triple-difference case-control regression analysis. Pregnancies were classified by levels of potential exposure to immigration enforcement depending on parental nativity and educational attainment. Contrast groups were foreign-born parents residing in nonadopting counties and all US-born non-Hispanic parents. The introduction of the program was estimated to decrease birth weight by 58.54 grams (95% confidence interval [CI], -83.52 to -33.54) with effects likely following from reduced intrauterine growth. These results are shown to coexist with a worsening in the timing of initiation and frequency of prenatal care received. Since birth outcomes influence health, education, and earnings trajectories, our findings suggest that the uptick in ICE activities can have large socioeconomic costs over US-born citizens.
Conceptualization and Measurement of Adolescent Prosocial Behavior: Looking Back and Moving Forward.
Author: El Mallah, Shereen
Date: 2019-00-00
Type: Journal Articles
Subjects: Adolescents,Prosocial Behavior,Measurement Techniques,Questionnaires,Rating Scales,Observation,Research Design,Barriers,Psychometrics,Individual Characteristics,Testing

The struggle to cast a net around the numerous ways prosocial behavior is expressed lends itself to the absence of widely accepted methods of measurement. Additionally, research intent on evaluating the psychometric properties of current approaches has been somewhat limited. Weaving together seminal as well as contemporary research, the current review focuses on how these conceptual and measurement issues pertain to adolescent studies (in an intentional effort to offset the somewhat disproportionate focus directed toward prosocial development in infants, children, and adults). Recommendations to address current limitations and attain a more nuanced understanding of the construct are presented and discussed.
Validity of Automated Text Evaluation Tools for Written-Expression Curriculum-Based Measurement: A Comparison Study
Author: Keller-Margulis, Milena A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Validity,Automation,Curriculum Based Assessment,Accuracy,Grade 4,Elementary School Students,Scoring,Writing Tests

Existing approaches to measuring writing performance are insufficient in terms of both technical adequacy as well as feasibility for use as a screening measure. This study examined the validity and diagnostic accuracy of several approaches to automated text evaluation as well as written expression curriculum-based measurement (WE-CBM) to determine whether an automated approach improves technical adequacy. A sample of 140 fourth grade students generated writing samples that were then scored using traditional and automated approaches and examined in relation to the statewide measure of writing performance. Results indicated that the validity and diagnostic accuracy for the best performing WE-CBM metric, correct minus incorrect word sequences, and the automated approaches to scoring were comparable, with automated approaches offering potentially improved feasibility for use in screening. Averaging scores across three time points was necessary, however, in order to achieve improved validity and adequate levels of diagnostic accuracy across the scoring approaches. Limitations, implications, and directions for future research regarding the use of automated scoring approaches for screening are discussed. [This article was published in &quot;Reading and Writing&quot; (EJ1311750)/]]
Newark Kids Count 2022: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Well Being,Children,Educational Trends,Enrollment Trends,Population Trends,Demography,Family Income,Child Health,Child Safety,Child Care,Racial Differences,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Nutrition,Prenatal Care,Child Welfare,Child Care Centers,Home Visits,COVID-19,Pandemics,Preschool Education,Elementary Education,Secondary Education,Special Education,Homeless People,Graduation Rate,College Entrance Examinations,Advanced Placement Programs,Postsecondary Education,Public Schools,Charter Schools,Teacher Student Ratio,Adolescents,Pregnant Students,Juvenile Justice,Sexually Transmitted Diseases

For 25 years, Advocates for Children of New Jersey (ACNJ) has published the Newark Kids Count Data Book, a one-stop source for child well-being data on the state's largest city. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, child health, child protection, child care, education and teens. [For &quot;Newark Kids Count 2020: A City Profile of Child Well-Being,&quot; see ED616481.]
Paterson Kids Count 2022: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Well Being,Children,Demography,Family Income,Child Welfare,Child Health,Child Safety,Child Care,Enrollment,Preschool Education,Elementary Education,Secondary Education,Community Schools,COVID-19,Pandemics,Special Education,Homeless People,English Language Learners,Graduation Rate,Achievement Tests,Standardized Tests,Educational Attainment,Teacher Student Ratio,Adolescents,Early Parenthood,Death,Sexually Transmitted Diseases,Juvenile Justice,Educational Trends

Beginning in 2011, Advocates for Children of New Jersey (ACNJ) started publishing the Paterson Kids Count Data Book, a one-stop source for child well-being data on the state's third largest city. Paterson Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, child health, child protection, child care, education and teens. [For &quot;Paterson Kids Count 2015: A City Profile of Child Well-Being,&quot; see ED621566.]
Recruitment, Selection, Enrollment, and Retention Strategies with Head Start-Eligible Families Experiencing Adversity: A Review of the Literature. OPRE Report #2022-97
Author: Baxter, Cassandra
Date: 2022-05-00
Type: Information Analyses
Subjects: Recruitment,Selection,Enrollment,School Holding Power,Disadvantaged Youth,Preschool Education,Literature Reviews,Family (Sociological Unit),Family Characteristics,Poverty,Homeless People,Foster Care,Substance Abuse,Program Effectiveness

This literature review aims to understand who is and is not being served by Head Start among families experiencing adversity; the range of recruitment, selection, enrollment, and retention (RSER) strategies that programs use with families experiencing adversity; the factors that shape the use of RSER strategies; and the effectiveness of specific strategies with these populations. The review also reveals gaps in knowledge and opportunities for future research related to the RSER strategies that support families experiencing adversity. It explores how commonly families eligible for Head Start experience specific adversities, how more than one of those adversities can be faced simultaneously by the same family (that is, co-occur), and the factors that help determine how families experience those adversities. The primary research questions for this review were: (1) How commonly are Head Start-eligible families experiencing specific adversities? Do these adversities co-occur and, if so, in what way and in what likely combinations?; (2) Which factors shape or influence the RSER strategies that Head Start programs use? What factors shape the effectiveness of RSER strategies used by programs?; and (3) Which RSER approaches are the most promising for recruiting, selecting, enrolling, and retaining families experiencing adversity and facing barriers in Head Start programs? [This report was co-produced by Brazelton Touchpoints Center.]
Clark County School District Magnet Schools Assistance Program (MSAP): Spring 2022 Interim Evaluation Summary Report
Author: Nakamoto, Jonathan
Date: 2022-04-00
Type: Reports - Research
Subjects: County School Districts,Magnet Schools,Achievement Tests,Grants,Program Evaluation,Academic Achievement,Attendance,Mathematics Achievement,Reading Achievement,Language Arts,Science Achievement,Minority Group Students,Inclusion,Social Isolation,STEM Education

WestEd has made substantial progress on the evidence of promise study for Clark County School District's (CCSD) 2017 Magnet Schools Assistance Program (MSAP) grant. WestEd collected the necessary student-level test score, course credit, and demographic data from CCSD for the study to identify statistically significant or substantively important effects of the MSAP-funded schools on student outcomes. For this report (which is the third interim evaluation summary report), WestEd added additional findings using the same Measures of Academic Progress [MAP] assessments from 2019-20 to the second interim report based on a randomized controlled trial (RCT) that relied on the lottery of one school in the study that was substantially oversubscribed. The findings from the RCT, which is a more rigorous design than the quasi-experimental designs (QEDs), replicated the positive and statistically significant impact on a large group of 6th graders' mathematics achievement found by the QED. Prior to developing the final summary report for the evidence of promise study, WestEd will explore ways to rigorously evaluate the impact of the MSAP-funded magnet schools on reducing, eliminating, or preventing minority group isolation that could meet WWC Design Standards.
States&apos; School Safety Centers: A Brief Look into History, Characteristics, and Activities
Author: McKenna, Joseph
Date: 2022-00-00
Type: Reports - Research
Subjects: School Safety,Emergency Programs,School Security,State Agencies,Violence,Financial Support,Program Evaluation

State school safety centers (SSSCs) aim to provide a wide range of services to enhance school security. Still, more information is needed to understand how the centers should operate and what factors determine their success. In 2021, the WestEd Justice &amp; Prevention Research Center received funding from the U.S. National Institute of Justice to conduct one of the first empirical studies of SSSCs. This brief is based on an online survey that asked key informants in each state to assess the history, characteristics, and activities of state school safety centers (SSSCs). Key findings include: (1) over 65% of respondents reported that their state has or has had an SSSC, and over 96% reported that the SSSC was still operational; (2) a majority (62%) of SSSCs have been established in the last decade; (3) over 65% of respondents reported that their SSSC was started in response to state legislation, with 28% attributing the creation to a response to incidents of violence in schools; (4) over 70% of currently operational SSSCs were reported to be situated within larger state agencies; (5) a large majority of respondents indicated that their SSSC was funded by state and/or federal funds; and (6) over 75% of respondents reported that their SSSC had 10 or fewer staff.
Supporting California&apos;s Children through a Whole Child Approach: A Field Guide for Creating Integrated, School-Based Systems of Care
Author: Estes, Elizabeth
Date: 2022-04-00
Type: Guides - General
Subjects: Educational Environment,Guides,School Districts,Public Officials,Program Implementation,Child Behavior,Early Childhood Education,Sustainability,Barriers,Agency Cooperation,Government Role,Systems Approach,Health Insurance,Student Needs,Capacity Building,Community Schools,Early Intervention,Child Development,Child Safety,Holistic Approach,Child Health,Academic Achievement,State Agencies,Mental Health,Financial Support,Health Services,Wellness,Health Needs,Trauma,Faculty Development,Culturally Relevant Education,Attendance,State Aid,State Legislation,Kindergarten,Elementary Secondary Education,Equal Education

This field guide is a first step by a collaborative of California child-serving education, health, and social service experts and leaders to further California's current efforts toward one effective, integrated, comprehensive, school-based child-serving system. The guide includes guidance for both local education agencies (LEAs) and state leaders, with details and implementation guidance on a wide variety of cross-sector initiatives to support the whole child. Using a whole-child approach, this guide outlines resources and strategies for LEAs and state leaders to use to support the implementation of funding that centers children and families. The guide includes six major initiatives that can serve as part of an integrated, school-based system of care: Adverse Childhood Experiences (ACES) Aware Initiative, Children and Youth Behavioral Health Initiative (CYBHI), Children and Youth System of Care, community schools initiatives, early childhood initiatives, and expanded learning. The guide also focuses specifically on how to fund various components of an integrated, school-based system of care, providing strategies for funding sustainability and further details about funding sources for comprehensive services. The guide concludes with a discussion of how state leaders facilitate the ability of LEAs to establish integrated, school-based systems of care by modeling cross-sector collaboration at the state level to reduce the current barriers that LEAs face. [This guide was produced with Breaking Barriers, California Alliance of Child and Family Services, and the Santa Clara County Office of Education.]
21st Century Tools for Researchers and Practitioners: Using Automated Tools for Knowledge Curation
Author: Abt Associates, Inc.
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Automation,Knowledge Management,Natural Language Processing,Bibliometrics,Citation Analysis,Citations (References),Information Retrieval,Research,Artificial Intelligence,Information Seeking,Computational Linguistics

Internet search engines have empowered citizens in their quest for seeking insights on a multitude of issues. Knowledge curation and evidence review requires systematic and rigorous fact-finding, baseline subject matter expertise, and the right tool to work at scale. Finding and summarizing knowledge has a direct impact on the research and dissemination of evidencebased practices and novel approaches, and on improved outcomes of interest. Literature reviews are the most common methodology for knowledge curation but are limited by lack of human resources and the sheer number of publications available. It is estimated that there are approximately 30,000 scientific journals publishing upwards of two million articles every year (Wagner et al., 2021). In this context, subject matter experts benefit from the support of automated tools to provide customized, iterative, and replicable processes. Many of the world's most challenging problems need solutions that move beyond a Google search.