ethanporcaro/eric-fulltext-meta huggingface dataset:
The Post-9/11 GI Bill: A Primer. CRS Report R42755, Version 20. Updated
Author: Dortch, Cassandria
Date: 2020-12-10
Type: Reports - Descriptive
Subjects: Federal Legislation,Veterans,Federal Aid,Eligibility,Student Financial Aid,Veterans Education,Federal Programs,Higher Education,Job Training,Elementary Secondary Education

The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance benefits, including GI Bill benefits, since 1944. In general, the benefits provide grant aid to eligible individuals enrolled in approved educational and training programs. The newest GI Bill was enacted on June 30, 2008, as the Post-9/11 Veterans' Educational Assistance Act of 2008 (Post-9/11 GI Bill), Title V of the Supplemental Appropriations Act, 2008 (P.L. 110-252). Although VA still provides benefits under several older GI Bills, the Post-9/11 GI Bill has represented more than 70% of total GI Bill participation and more than 80% of spending in each year since FY2013. In FY2021, the program is estimated to benefit over 700,000 individuals and expend almost $12 billion. This report provides a detailed description of the Post-9/11 GI Bill. The first section describes participant eligibility criteria. The second section indicates a participant's entitlement to benefits and the period during which the benefits must be used. The third section describes the eligible programs of education. The subsequent section explains the eligible benefit payments. The final sections illustrate key links to other programs administered by the U.S. Department of Veterans Affairs and current data on obligations and participation.
The Closure of Institutions of Higher Education: Student Options, Borrower Relief, and Other Implications. CRS Report R44737, Version 11. Updated
Author: Hegji, Alexandra
Date: 2020-11-17
Type: Reports - Descriptive
Subjects: School Closing,Colleges,College Students,Loan Repayment,Paying for College,Student Loan Programs,Transfer Programs,Taxes,Tax Credits,Grants,Federal Aid,Veterans,Federal Legislation,Debt (Financial)

In academic year (AY) 2018-2019, approximately 6,400 institutions of higher education (IHEs), enrolling about 26.5 million postsecondary education students, participated in the federal student aid programs authorized under Title IV of the Higher Education Act of 1965 (HEA; P.L. 89-329, as amended). These IHEs ranged in sector, size, and educational programs offered. Most of these IHEs operate from year to year with few severe financial or operational concerns; however, each year, a few do face such concerns, which may cause them to cease or significantly curtail operations. The recent permanent closure of multiple large, proprietary (or private, for-profit) IHEs has brought into focus the extent to which a postsecondary student's education may be disrupted by a school closure. This report provides an explanation of the options a postsecondary student may pursue in the event the IHE he or she attends permanently closes, any financial relief that may be available to such students, and other practical implications for students following a school's closure. First, this report describes the academic options available to such students, such as participating in a teach-out or transferring to a new IHE. Next, it discusses issues related to financing a postsecondary education, including the extent to which borrowers may have any loans borrowed to finance educational expenses discharged due to a school closure and whether future financial assistance, including federal student loans, Pell Grants, and GI Bill educational benefits, may be available to students should they decide to continue their postsecondary education at another IHE. This report then describes additional relief that may be available to students who attended IHEs that closed, such as the potential to have tuition that has been paid reimbursed through a state tuition recovery fund. Finally, this report describes some potential income tax implications for students when their IHE has closed, including the extent to which they may incur a federal income tax liability for loans discharged and whether higher education tax credits remain available to them in future years.
Design, Assessment, and Implementation Principles for Educator Micro-Credentials
Author: Council of Chief State School Officers (CCSSO)
Date: 2020-00-00
Type: Guides - General
Subjects: Teacher Certification,Credentials,Licensing Examinations (Professions),Teacher Competencies,Evidence Based Practice,Recognition (Achievement),Design,Evaluation Methods,Performance Based Assessment,Program Implementation

CCSSO [Council of Chief State School Officers] recently convened a wide range of stakeholders through the Certification and Licensure Collective (CLC) to support states to improve certification and licensure systems, including initial licensure, renewal, and reciprocity or teacher mobility. Educator micro-credentials are a critical part of this effort so teachers can have the ability to expand, validate, and receive recognition for their professional learning journey. Additionally, educator micro-credentials are gaining momentum as an approach for educators to demonstrate proficiency on a discrete skill or competency to indicate their expertise. As states, districts, professional organizations, and other entities develop, or consider developing, systems and policies around the design, assessment, and/or implementation of micro-credentials for educators, it has become clear that some overarching guidance is essential to ensure sufficient quality and consistency. To address this, CCSSO partnered with Digital Promise to convene a task force to develop &quot;Design, Assessment, and Implementation Principles for Educator Micro-credentials,&quot; a brief which aims to provide that guidance for 1) designing appropriate educator micro-credential content and contours, 2) maintaining adequate criteria for assessing educator micro-credentials, and 3) ensuring the experience of engaging in micro-credentials is relevant and impactful for educators. [Numerous organizations contributed to the development and endorsement of the micro-credential principles. Refer to the full text for the complete list.]
Reopening Schools: Health Guidance by COVID-19 Phase
Author: Colorado Department of Education
Date: 2020-11-00
Type: Guides - General
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Disease Control,Public Health,School Districts,Health Behavior,School Safety,Access to Education,Equal Education,Grouping (Instructional Purposes),Power Structure,Administrative Organization,Educational Environment,Class Size,Employees,Screening Tests,Hygiene,Student Transportation,At Risk Students,Elementary Secondary Education

CDPHE [Colorado Department of Public Health and Environment], CDE [Colorado Department of Education] and the Governor's Office worked together to develop this guidance for Local Public Health agencies (LPHAs) and districts as they develop school plans. The guidance has been drafted in light of evolving scientific knowledge about the spread of COVID-19 among children and in schools, as well as real-world disease control knowledge acquired through months of experience at the state and local level. Input has been solicited from both internal and external stakeholders, and their invaluable comments and suggestions have been instrumental in developing practical, broadly applicable guidance. The guidance is organized by the level of COVID-19 incidence in the community: Stay at Home (high level of COVID-19), Safer at Home (mid-level of COVID-19), and Protect Our Neighbors (lower level of COVID-19). [This guidance was co-produced by the Colorado Department of Public Health &amp; Environment.]
Commonfund Higher Education Price Index. 2020 Update
Author: Commonfund Institute
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Cost Indexes,Economic Climate,Costs,Teacher Salaries,College Faculty,Educational Finance,Regional Characteristics,Geographic Regions,Fringe Benefits,Utilities,Salaries,School Personnel,Resources,Services,Private Colleges,Public Colleges,Institutional Characteristics

The Higher Education Price Index (HEPI) is an inflation index designed specifically for use by institutions of higher education. Compiled from data reported by government agencies and industry sources, HEPI measures the average relative level in the price of a fixed market basket of goods and services purchased by colleges and universities each year through current fund educational and general expenditures, excluding research. A more accurate indicator of cost changes for colleges and universities than the Consumer Price Index (CPI), HEPI is used primarily to project future budget increases required to preserve purchasing power. With compilations dating back to 1961, HEPI offers almost 60 continuous years of higher education inflation data. It is an essential tool enabling schools to determine increases in funding necessary to maintain both real purchasing power and investment. HEPI is compiled using data items from publicly-available sources that are released at different points in the academic fiscal year, which runs from July 1 through the following June 30. For fiscal year 2020, which ended on June 30, the HEPI calculation reveals that inflation for colleges and universities was 1.9 percent, representing a decline from FY2019's 3.0 percent. FY2020 also represented the lowest rate of inflation since 1.5 percent recorded for FY2016. Costs for FY2020 rose in six of the eight components tracked by HEPI and declined in two. For the most part, costs increased at a lower rate in FY2020 compared with FY2019. For example, faculty salaries--most heavily weighted component in the index--increased just one-tenth of a percentage point over FY2019 (2.7 percent versus 2.6 percent) while FY2019 represented a yearly increase of three-tenths of a percentage point over FY2018 (2.6 percent versus 2.3 percent). Cost increases were modest across the board, save a 4.0 percent rise in the costs related to service employees (and that was unchanged from the same rate of increase in FY2019). Costs in two components, utilities and supplies and materials, deflated; costs in the former fell by 15.7 percent and in the latter by 3.5 percent. [For the 2019 Update, see ED603093.]
Modernize Colleges to Help Fuel Economic Recovery: A Submission to the Ministry of Colleges and Universities in Response to the Modernization Consultation Process
Author: Colleges Ontario (Canada)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Colleges,Universities,Educational Development,Labor Force Development,Economic Development,Automation,Qualifications,Academic Degrees,Credentials,Electronic Learning,Foreign Students,Educational Finance,Fees,Government School Relationship,Audits (Verification),Apprenticeships,Research

Ontario's 24 colleges will play a pivotal role in establishing Ontario as a global leader in higher education -- producing a workforce with the qualifications and expertise to help drive economic recovery in the aftermath of the COVID-19 lockdown. In its recently released white paper, The Future of Ontario's Workers, the StrategyCorp Institute of Public Policy and Economy says Ontario faces challenges today that are as great as the challenges that followed the Second World War. As the government works to restore Ontario's place as an economic powerhouse, the StrategyCorp paper says the college system must be modernized with greater autonomy and a full suite of internationally valued programs and credentials to provide the strongest possible workforce in a new age of accelerating automation. In this paper, Ontario's college presidents provide recommendations on modernizing higher education in the following eight areas: (1) Micro-credentials; (2) Three-year degrees and micro-credentials; (3) Other degree programs; (4) Digital learning; (5) International students; (6) Red tape; (7) Applied research; and (8) Financial challenges.
2021 Pro-Kid Policy Agenda for California
Author: Children Now
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: At Risk Persons,Child Development,Child Health,Minority Group Children,Access to Health Care,Access to Education,Family Needs,Equal Education,Poverty,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Child Welfare,English Language Learners,Bilingual Education,Educational Finance,Academic Standards,STEM Education,Community Schools,Teacher Education,Culturally Relevant Education,Educational Environment,Attendance,After School Programs,Summer Programs,Home Visits,Early Intervention,Health Insurance,Accountability,Mental Health,Well Being,Resilience (Psychology),School Health Services,Nutrition,Child Abuse,Foster Care,Housing,Juvenile Justice,Screening Tests,Prevention,Trauma,Intervention,Dental Health,Hunger,Infants,Toddlers,Preschool Education,Transitional Programs,Early Childhood Teachers,Teacher Competencies,Special Education,Access to Computers,Teacher Persistence,Discipline,Family Programs,Low Income Groups,Sex Education,Homeless People,Citizen Participation

&quot;The 2021 Pro-Kid Policy Agenda for California&quot; is the comprehensive state-level roadmap to ensure that all children have the necessary supports to reach their full potential. California has an obligation to end systemic injustices that create barriers to kids of color, as well as kids living in poverty and undocumented kids, from growing up healthy and ready for college, career, and civic life. This work has only become more urgent as the COVID-19 pandemic is having a disproportionate impact on the lives of California's kids, especially Black and brown children, and other children of color. Children and youth are increasingly experiencing stress, social isolation, disconnectedness and serious mental health issues. And the learning loss and lack of preventive health care because of the pandemic threatens this entire generation of children. Policymakers are urged to use the &quot;Pro-Kid Agenda&quot; as a guide to take long overdue action now to ensure California's systems for children are equitable, well-funded, high-quality, and accountable to kids' success. &quot;The Agenda&quot; was compiled by Children Now, California's whole-child organization focused on the range of issues critical to improving children's well-being, including early learning and development, K-12 and higher education, children's health, family and economic supports and foster care. The organization plays a lead role in more than 90 coalitions across the state and coordinates The Children's Movement of California, a network of more than 4,100 diverse organizations statewide, including direct service, business, civil rights, youth, parent, faith-based, and community groups. &quot;The Agenda&quot; reflects the top priorities of each of those coalitions and members. [For &quot;2019-20 Pro-Kid Policy Agenda for California,&quot; see ED593288.]
Gender-Based Violence in Primary Schools: Nigeria. Echidna Global Scholar Alumni Brief Series
Author: Ekine, Adefunke
Date: 2020-12-00
Type: Reports - Research
Subjects: Foreign Countries,School Violence,Gender Discrimination,Elementary Schools,Elementary School Students,Gender Differences,Sexual Harassment,Incidence,Intervention,School Safety,Public Schools

According to UNESCO, school-related gender-based violence (SRGBV) involves acts or threats of sexual, physical, or psychological violence occurring within and around school, perpetrated because of gender norms and stereotypes, and facilitated by unenforced and unequal power dynamics. These acts or threats not only have detrimental effects on the academic outcomes of their victims but also more specifically, hinder a country's human, social, psychological, and economic development in addition to obstructing the government's poverty alleviation and peace building efforts. This study is a part of cross-country research conducted with other scholars in four countries--Jamaica, Kenya, Malawi, and Nigeria--to determine the prevalence and pattern of SRGBV in public primary schools and to contribute more broadly to knowledge of about SRGBV in primary schools. The general objective of the study was to ascertain the extent of gender-based violence (GBV) among primary school pupils. The study has the following specific objectives: (1) Determine the prevalence and gender disparity of SRGBV in public primary schools in Nigeria; (2) Identify the location and timing of SRGBV in public primary schools; (3) Explore possible risk factors for SRGBV in public primary schools; (4) Reveal the identifiable patterns or forms of SRGBV in public primary schools; (5) State the impacts of SRGBV on public primary school pupils; (6) Identify the level of training of public primary school teachers in handling SRGBV; and (7) Evaluate the existence and effectiveness of school-based programs on SRGBV. The research applied a mixed methods design, including quantitative surveys and qualitative focus group discussions. Key messages from the research findings include: (1) Prevalence of SRGBV in primary schools in Nigeria is high, and both girls and boys are subject to it; (2) SRGBV is usually perpetrated by familiar people in secluded places; (3) Pupils lack appropriate support structures or reporting mechanisms to address SRGBV; and (4) Inadequate school-based programs exist to curb SRGBV. [There are three other reports in this series: Kenya (ED614132), Jamaica (ED610693), and Malawi (ED614033).]
Linking Equity + Sustainability: A Transportation Plan for San Francisco Unified School District. PLUS Fellows Policy Brief 2014
Author: Ehrman, Julia
Date: 2014-00-00
Type: Reports - Research
Subjects: Student Transportation,Risk,School Districts,Sustainability,School Choice,Diversity,Institutional Characteristics,Safety,School Buses,Budgets,Retrenchment,Barriers,Elementary Secondary Education

This report examines three factors that pose a risk to student transportation in the San Francisco Unified School District (SFUSD): school choice, limited transportation resources, and diverse school contexts. It addresses these concerns in order to increase environmental sustainability in transportation among District families.
Aligning + Leveraging Resources: Connecting Industry Partners with OUSD&apos;s Linked Learning Educational Goals + Strategies. PLUS Fellows Policy Brief 2014
Author: Schmid, Elizabeth
Date: 2014-00-00
Type: Reports - Research
Subjects: Career Academies,Career Pathways,School Business Relationship,Alignment (Education),School Districts,Urban Schools,Partnerships in Education,High School Students,High Schools

Oakland Unified School District's (OUSD's) career academies and pathways are the foundation of its work-based learning strategy, known as Linked Learning. This instructional approach provides students with the resources and skills necessary to succeed in college, career, and life. This policy brief discusses how communication between OUSD teachers and Bay Area industry partners can be facilitated to promote the Linked Learning instructional approach. Both educators and industry partners were surveyed to better understand their successes and challenges in collaborating with one another. Additionally, websites that could serve as sources of inspiration for the design of an educator/industry partner collaboration website were closely studied. According to this report, educators and industry professionals struggle to connect on meaningful collaboration projects. Educators and industry partners need a convenient and easy-to-use system through which they can connect and collaborate. This report provides the following recommendations: (1) Create a web-based platform that connects educators with industry partners and serves as a collaboration tool; and (2) Connect to existing websites to bolster the success of the collaboration platform.
Pipeline and Retention of Teachers of Color: Systems and Structures Impeding Growth and Sustainability in the United States
Author: Nguyen, My
Date: 2020-04-16
Type: Information Analyses
Subjects: Teacher Recruitment,Teacher Persistence,Minority Group Teachers,Diversity (Faculty),Barriers,Racial Bias,Racial Discrimination,Preservice Teacher Education,Alternative Teacher Certification

The composition of America's teaching force has perilously lagged behind the country's increasingly diverse student body. Currently, more than 50 percent of the K-12 student body in public schools in the United States is made up of individuals of color. This change reflects broader demographic shifts that have been taking place in the US over the past several decades. However, looking at the make-up of the teaching force in America's schools, you will see a different picture. Today, only about 18 percent of teachers are individuals who identify as African American, Latinx, Asian, Native American, or other nonwhite groups. In addition, while we see high numbers of attrition for all teachers across the board, teachers of color (TOC) leave the teaching profession at higher rates. The tenuous state of diversity in America's teaching workforce has implications for the country's education overall, as well as for the growing numbers of students of color. This paper reviews the current literature that addresses the lack of teacher diversity in U.S. schools, focusing on four areas: (1) The overall picture of the state of diversity, or lack thereof, in the country's teacher workforce; (2) The key issues contributing to the &quot;leaky&quot; pipeline of individuals of color in the teaching profession; (3) The central challenges around the retention of TOC in their schools and the teaching profession in general; and (4) Promising practices in the field that provide hope and impetus for future change.
Will Schools Change Forever? Predicting How Two Pandemics Could Catalyze Lasting Innovation in Public Schools
Author: Waite, Chelsea
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Change,COVID-19,Pandemics,Racial Bias,Elementary Secondary Education,Educational Innovation,Sustainability,Educational Practices,Educational Policy,Barriers,Equal Education,Social Justice,Resistance to Change

Two pandemics--COVID-19 and systemic racism--are confronting American society, and by extension K-12 schools. Both pandemics have precipitated immediate challenges that schools must navigate, and also draw attention to longstanding, chronic problems in the education system. It's more clear than ever that a return to &quot;normal&quot; won't serve all students well. To make sense of the potential for 2020 to change K-12 schools forever, this paper offers a framework for understanding why some crisis-induced innovations persist, while others are cast aside when conditions normalize. To illuminate the potential for current events to catalyze lasting changes in K-12 schools, this paper offers school system leaders and policymakers insight into four key dynamics at work in organizational models: (1) Resources alone aren't likely to change what schools can do, but resources that power new processes could; (2) To stick around, new processes have to outperform old ones when it comes to meeting schools' existing priorities; (3) New priorities are a key catalyst for transformational change because they hold sway over resources and processes; and (4) Change efforts must overcome the persistence of legacy processes and competing priorities. The paper concludes with concrete recommendations guided by the four-box framework for organizational models. These recommendations help decision-makers focus on where change is possible, and take targeted action to introduce and support innovations that enable every learner to reach his or her full potential.