ethanporcaro/eric-fulltext-meta huggingface dataset:
Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions? REL 2020-036
Author: Nishioka, Vicki
Date: 2020-09-00
Type: Reports - Research
Subjects: State Policy,Discipline Policy,School Policy,Prevention,Behavior Modification,Behavior Problems,Suspension,Expulsion,Zero Tolerance Policy,Public Schools,Program Effectiveness,Weapons,Elementary Secondary Education,Correlation

In 2013 and 2015 Oregon enacted legislation that shifted school discipline policies from a zero-tolerance approach to one that emphasizes preventing behavioral problems and reducing unnecessary suspensions and expulsions. Suspensions and expulsions are often referred to as exclusionary discipline because they remove students from classroom instruction. This study examined the association between state-level policy reforms and suspension and expulsion rates for grades K-12 in Oregon public schools. The findings suggest that the policy shift has led to some short-term progress on two of the state's main goals--reducing unnecessary removal of students from classroom instruction for disciplinary reasons and reducing exclusionary discipline for weapons offenses that do not involve firearms. Across all grade spans the use of exclusionary discipline declined from school year 2008/09 to 2016/17, with greater reductions for grades 9-12 and 6-8 than for grades K-5. Oregon's policy reforms were associated with short-term reductions in some forms of exclusionary discipline after pre-policy trends and other factors were adjusted for. For example, the 2013 policy reforms were associated with short-term reductions in the number of out-of-school suspensions per student for grades 9-12 and 6-8, and the 2015 policy reforms were associated with a reduction in out-of-school suspensions for grades K-5. For grades 6-8 and K-5 the policy reforms were also associated with reductions in the number of expulsions per student. However, many disciplinary actions reverted--or appeared to be reverting--toward pre-policy trends within a few years. Meanwhile, for all grade spans the policy reforms were not associated with reductions in the use of in-school suspensions after other factors were adjusted for. The declining rates of exclusionary discipline indicate progress, but growth in out-of-school suspensions in recent years suggests the need for further monitoring and additional support. For example, strengthening efforts to reduce suspensions for minor infractions, especially for grades 9-12 and 6-8, could reduce unnecessary suspensions overall--a priority of Oregon's school discipline policy reforms. [For the appendixes, see ED607761; for the study snapshot, see ED607762.]
Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions? Appendixes. REL 2020-036
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Research
Subjects: State Policy,Discipline Policy,School Policy,Prevention,Behavior Modification,Behavior Problems,Suspension,Expulsion,Zero Tolerance Policy,Public Schools,Program Effectiveness,Weapons,Elementary Secondary Education,Correlation,Student Characteristics,Enrollment

This is the appendixes for the report, &quot;Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions?&quot; This study examined the association between state-level policy reforms and suspension and expulsion rates for grades K-12 in Oregon public schools. The findings suggest that the policy shift has led to some short-term progress on two of the state's main goals--reducing unnecessary removal of students from classroom instruction for disciplinary reasons and reducing exclusionary discipline for weapons offenses that do not involve firearms. Across all grade spans the use of exclusionary discipline declined from school year 2008/09 to 2016/17, with greater reductions for grades 9-12 and 6-8 than for grades K-5. Oregon's policy reforms were associated with short-term reductions in some forms of exclusionary discipline after pre-policy trends and other factors were adjusted for. For example, the 2013 policy reforms were associated with short-term reductions in the number of out-of-school suspensions per student for grades 9-12 and 6-8, and the 2015 policy reforms were associated with a reduction in out-of-school suspensions for grades K-5. For grades 6-8 and K-5 the policy reforms were also associated with reductions in the number of expulsions per student. However, many disciplinary actions reverted--or appeared to be reverting--toward pre-policy trends within a few years. Meanwhile, for all grade spans the policy reforms were not associated with reductions in the use of in-school suspensions after other factors were adjusted for. The declining rates of exclusionary discipline indicate progress, but growth in out-of-school suspensions in recent years suggests the need for further monitoring and additional support. For example, strengthening efforts to reduce suspensions for minor infractions, especially for grades 9-12 and 6-8, could reduce unnecessary suspensions overall--a priority of Oregon's school discipline policy reforms. Four appendixes are included in the document. [For the full report, see ED607760; for the study snapshot, see ED607762.]
Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions? Study Snapshot. REL 2020-036
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: State Policy,Discipline Policy,School Policy,Prevention,Behavior Modification,Behavior Problems,Suspension,Expulsion,Public Schools,Program Effectiveness,Weapons,Elementary Secondary Education,Correlation

Reflecting an overall policy shift in Oregon and nationwide, Oregon passed laws in 2013 and 2015 aimed at changing the way school discipline is applied in grades K-12. The 2013 legislation directed districts to replace zero-tolerance policies with an emphasis on preventing and reducing unnecessary student suspensions and expulsions. Suspensions and expulsions are often referred to as exclusionary discipline because they remove students from classroom instruction. The new legislation also narrowed Oregon's requirement for mandatory expulsion for weapons violations by limiting it to incidents involving firearms. The 2015 legislation limited the use of out-of-school suspensions in grades K-5 to situations that pose a risk to the safety of students or school employees. This study examined suspension and expulsion rates in Oregon over a nine-year period (school years 2008/09-2016/17) to determine whether these reforms in school discipline policy were associated with changes in practice, after other factors, such as pre-policy trends and district characteristics, were adjusted. [For the full report, see ED607760; for the appendixes, see ED607761.]
Guide to Conducting a Needs Assessment for American Indian Students. REL 2020-032
Author: Englert, Kerry
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: American Indian Students,Student Needs,Needs Assessment,Data Collection,Student Characteristics,American Indian Education,Educational Improvement,Surveys,Culturally Relevant Education,School Culture,Equal Education,Attendance,Bullying,Well Being,Faculty Development,Teacher Recruitment,Teacher Persistence,Community Involvement,Poverty,Mental Health,Social Influences,At Risk Students,Test Construction,Testing,Data Analysis,Information Dissemination,Planning

This guide was designed to help state and local education agencies conduct needs assessments to better understand the strengths, challenges, and needs unique to schools serving American Indian students. It includes surveys developed collaboratively with communities that serve American Indian students to reflect the most relevant topics. Using results from these surveys, the guide provides examples of how to target and monitor improvement efforts that reduce gaps in outcomes between American Indian students and other students.
The Next-Gen IMT Apprenticeship: A Return on Investment Study
Author: Payne, Jonathan
Date: 2020-07-00
Type: Reports - Research
Subjects: Manufacturing Industry,Apprenticeships,Outcomes of Education,Labor Force Development,Cost Effectiveness,Costs,Wages,Job Training,Productivity,Labor Turnover

An underdeveloped talent supply pipeline has resulted in a skills gap and a skilled labor shortage in the manufacturing sector across the United States. This is potentially the result of a lack of diversity in educational opportunity offered to students, an emphasis on college enrollment rates as a high school performance metric, and the conflation of college and career readiness. The Industrial Manufacturing Technician (IMT) Registered Apprenticeship offers one solution to increase the basic skills of the labor pool in a variety of skilled manufacturing settings such as food processing plants, foundries, plastics manufacturers, and biomedical production facilities. However, some research suggests that cost plays a significant factor in a business's decision to sponsor apprenticeship. To date, very little research regarding cost-benefit analysis or return on investment (ROI) for sponsors of apprenticeship has been conducted in the United States. Therefore, this research studies ROI for sponsors of the IMT Registered Apprenticeship. It uses a mixed methodology consisting of an interview in conjunction with an accounting framework. The study was conducted with six sponsors of Registered Apprenticeship (three businesses and three intermediaries). Only three of the six sponsors were able to provide the full complement of data required to calculate an ROI, with estimated revenues being the least available data. However, all three of the sponsors that were able to provide all of the requisite data saw a positive ROI during the term of the apprenticeship. This study also recommends three additional areas of research and policy that would assist policymakers and educators to better prepare the workforce: increase empirical research of the benefits and costs of Registered Apprenticeships across all sectors; proliferate the results of that new empirical research, thereby increasing the implementation of Registered Apprenticeships; and increase the involvement of intermediary sponsors, such as labor unions and community colleges, in establishing and maintaining Registered Apprenticeships.
Lessons in Leadership and Governance: Structures and Commitments for Scaling Regional College and Career Pathways Systems
Author: Moschella, Leah
Date: 2020-08-18
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Leadership,Governance,Partnerships in Education,Elementary Secondary Education,Postsecondary Education,Labor Force Development,Economic Development,Educational Administration,Equal Education,Access to Education,Accountability,Data Use,Community Involvement

Developing and scaling high-quality systems of college and career pathways that help young people successfully transition through education into high-paying, high-demand careers requires strong leadership. This piece highlights key lessons about the structures and commitments that are necessary for effective leadership and governance from JFF's work with the communities in the Great Lakes College and Career Pathways Partnership (GLCCPP). These structures and commitments enable communities like those in GLCCPP to not only implement but sustain and scale college and career pathways that effectively prepare young people with the skills, credentials, and confidence to succeed in the evolving economy. [This report was produced with the Great Lakes College and Career Pathways Partnership.]
Model State School Integration Policies. Policy Brief No. 11
Author: National Coalition on School Diversity
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: School Desegregation,State Policy,Public Schools,Accountability,State Legislation,Magnet Schools,Summer Programs,After School Programs,Student Placement,Equal Education,School Construction,School Districts,School District Reorganization,Student Diversity,State Aid,Grants,Elementary Secondary Education,Educational Legislation,Federal Legislation

As educators across the country make a valiant effort to meet the needs of their students in response to the coronavirus crisis, the educational impacts of disparities in family resources and school funding are apparent. The crisis also reminds us of the many roles that schools play beyond academics. When students eventually return to school, will we merely continue our current policies, or might we make some progress in developing a fairer public school system, including, potentially, a more integrated one? State governments are in the best position to reverse the tide of increasing racial and socioeconomic segregation in our public schools, if the political will is present. The federal government, through the Every Student Succeeds Act (&quot;ESSA&quot;), provides significant compensatory funding for lower-income schools in Title I. Related sections of ESSA can also provide funding incentives for school integration, as could Congress. But for the past few decades, Congress has been reluctant to impose any real accountability for integration on state and local governments. This leaves a very large policy vacuum for state governments to fill. The model policies in this policy brief represent small but meaningful steps that state legislatures can take to begin to bring students and communities back together. These policies would begin to provide greater flexibility and support for districts that understand the value of racial and socioeconomic integration, and greater accountability for segregation both within and across districts. They propose funding for a variety of voluntary integration efforts, put stronger limits on school district secession, require assessments of the segregation impacts of significant capital investments, and institute systems of measurement for school segregation--something only a handful of states currently require. [These model state policies were written with the assistance of Sue Lin from Hogan Lovells.]
Investigating the Relationship between Adherence to Connecticut&apos;s Teacher Education and Mentoring Program and Teacher Retention. REL 2020-022
Author: Hanita, Makoto
Date: 2020-09-00
Type: Reports - Research
Subjects: Beginning Teacher Induction,Beginning Teachers,Mentors,Program Effectiveness,Teacher Persistence,Public Schools,Elementary Secondary Education,Preschool Education,Teacher Competencies,Teaching Skills,Correlation,Probability,Compliance (Psychology),Reflection,Learning Modules,Planning,Low Achievement,Academic Achievement

Connecticut is one of many states that implements an induction program for beginning teachers to mitigate high turnover and lower efficacy among early-career teachers. The state's Teacher Education and Mentoring (TEAM) Program requires beginning teachers to complete five instructional modules, have a certain number of contact hours with a mentor, and submit four reflection papers. This study was conducted to explore the relationship between adherence to TEAM Program requirements and the outcome of interest-teacher retention. The results suggest that teachers who completed more of the program requirements were more likely to stay in the same district and in the Connecticut public school system. Adherence varied across program requirements; completion rates were highest for the requirements related to module completion and lowest for the requirements related to contact hours with mentors. For the program requirements related to module completion and teacher-mentor contact hours, adherence was higher for teachers in the state's 30 lowest performing districts than for teachers in higher performing districts. [For the appendixes, see ED607770; for the study brief, see ED607768; and for the study snapshot, see ED607769.]
Investigating the Relationship between Adherence to Connecticut&apos;s Teacher Education and Mentoring Program Requirements and Teacher Retention. Study Brief. REL 2020-022
Author: Hanita, M.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Beginning Teacher Induction,Beginning Teachers,Mentors,Program Effectiveness,Teacher Persistence,Public Schools,Elementary Secondary Education,Preschool Education,Teacher Competencies,Teaching Skills,Correlation,Probability,Compliance (Psychology),Reflection,Learning Modules,Planning,Low Achievement,Academic Achievement

Connecticut is one of many states that implements an induction program for beginning teachers to mitigate high turnover and lower efficacy among early-career teachers. The state's Teacher Education and Mentoring (TEAM) Program requires beginning teachers to complete five instructional modules, have a certain number of contact hours with a mentor, and submit four reflection papers. This study was conducted to explore the relationship between adherence to TEAM Program requirements and the outcome of interest-teacher retention. The results suggest that teachers who completed more of the program requirements were more likely to stay in the same district and in the Connecticut public school system. Adherence varied across program requirements; completion rates were highest for the requirements related to module completion and lowest for the requirements related to contact hours with mentors. For the program requirements related to module completion and teacher-mentor contact hours, adherence was higher for teachers in the state's 30 lowest performing districts than for teachers in higher performing districts. [For the full report, see ED607767; for the appendixes, see ED607770; and for the study snapshot, see ED607769.]
Investigating the Relationship between Adherence to Connecticut&apos;s Teacher Education and Mentoring Program Requirements and Teacher Retention. Study Snapshot. REL 2020-022
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Beginning Teacher Induction,Beginning Teachers,Mentors,Program Effectiveness,Teacher Persistence,Public Schools,Elementary Secondary Education,Preschool Education,Teacher Competencies,Teaching Skills,Correlation,Probability,Compliance (Psychology),Learning Modules,Low Achievement,Academic Achievement

Connecticut is one of 29 states that require beginning teachers to complete an induction program to mitigate high turnover and lower efficacy among early-career teachers. Its two-year Teacher Education and Mentoring (TEAM) Program provides guidance to beginning teachers through several mechanisms, including five instructional modules and ongoing support from an assigned mentor, aimed at helping align teacher instructional practices with the state's standards. This study used data on 7,708 teachers who entered the TEAM Program between the 2012/13 and 2015/16 school years to explore the relationship between teachers' adherence to the program requirements and teacher retention after one year and after three years. Of particular interest to the Connecticut State Department of Education is the program's influence on beginning teacher retention in Opportunity districts, which are the 10 lowest performing districts in the state and have high teacher turnover. Descriptive statistics also illustrate teacher adherence to the program overall and for each requirement. The Connecticut State Department of Education can use the results to refine the TEAM Program and to support implementation. Key findings include: (1) Program adherence was positively associated with teacher retention, including in the 10 lowest performing districts in the state; and (2) Program adherence was higher for some TEAM program requirements than for others. [For the full report, see ED607767; for the appendixes, see ED607770; and for the study brief, see ED607768.]
Investigating the Relationship between Adherence to Connecticut&apos;s Teacher Education and Mentoring Program Requirements and Teacher Retention. Appendixes. REL 2020-022
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Research
Subjects: Beginning Teacher Induction,Beginning Teachers,Mentors,Program Effectiveness,Teacher Persistence,Public Schools,Elementary Secondary Education,Preschool Education,Teacher Competencies,Teaching Skills,Correlation,Probability,Compliance (Psychology),Reflection,Learning Modules,Low Achievement,Academic Achievement

These are the appendixes for the report, &quot;Investigating the Relationship between Adherence to Connecticut's Teacher Education and Mentoring Program and Teacher Retention.&quot; This study was conducted to explore the relationship between adherence to TEAM Program requirements and the outcome of interest-teacher retention. Teacher induction, coaching, and mentoring programs are common professional supports for beginning teachers (Goldrick, 2016). Induction programs are intended to support beginning teachers as the national teaching force grows older and retires and the proportion of new, inexperienced teachers increases. The study team calculated the adherence score for each individual teacher by counting the number of program requirements that met the threshold set by the legislature then dividing the total by six, which is the number of program requirements used in the study. The study team also conducted five sensitivity analyses to ensure robustness in the results. Only the results of retention after three years are reported. The results of this study suggest that teachers who completed more of the program requirements were more likely to stay in the same district and in the Connecticut public school system. Three appendixes are included in this report: (1) Literature review; (2) Methods; and (3) Supporting analyses. [For the full report, see ED607767; for the study brief, see ED607768; and for the study snapshot, see ED607769.]
Practitioner Insights for Recovery: Five Reasons Why Community Colleges Are Key to Our COVID-19 Recovery
Author: JFF (Jobs for the Future)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Community Colleges,College Role,School Closing,Online Courses,College Faculty,Coping,Labor Force Development,Career Education,Vocational Education,College Transfer Students,School Community Relationship,Change,Distance Education

In March, the world changed. COVID-19 hit the nation, impacting the health, economic security, and way of life of many Americans. Education also was severely disrupted. College students across the country went home and transitioned to remote learning. Meanwhile, institutions of higher education went through their own period of adjustment, preparing faculty for the transition to online education and making sure students had the resources they needed to succeed in the new environment. Community colleges have always been leaders in crisis response. Because they emphasize affordability, flexible education delivery, and connections to regional economies, community colleges are well positioned to help Americans access postsecondary education and prepare them for work. That is why, especially in times of economic downturn, government, communities, and families ought to look to community colleges as engines of recovery. In this report, community college practitioners serving on JFF's Policy Leadership Trust offer five reasons why community colleges are the right choice at this time and why investments and policies that support the nation's institutions are essential to combatting the public health and economic crises triggered by the COVID-19 pandemic. [This report was written by JFF's Policy Leadership Trust.]