ethanporcaro/eric-fulltext-meta huggingface dataset:
Buttressing the Middle: A Case for Reskilling and Upskilling America&apos;s Middle-Skill Workers in the 21st Century. Policy Report
Author: Kirsch, Irwin
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Job Skills,Adults,Literacy,Numeracy,Futures (of Society),Skilled Workers,Emerging Occupations,Adult Education,Educational Assessment,Computer Literacy

This report argues that the education and skills individuals possess have become increasingly important to their overall quality of life. As technology and automation continue to alter the workplace and the nature of work, the ability of individuals to acquire and augment their skills will remain a key challenge. Changes in the nature of work over this period have led to what economists refer to as &quot;employment polarization.&quot; The share of employment in well-paid, middle-skill occupations such as manufacturing has declined while the share in the upper and lower ends of the occupational skill distribution has increased. In addition, the relative earnings around the middle of the wage distribution have declined precipitously, leaving these workers with relatively small wage gains. The important question raised here--and one that has become even more urgent due to the COVID-19 pandemic--is what to do about this phenomenon. This paper begins with a discussion of data and reports that identify future job skills and places them in the context of current skill distributions in the United States. Using data from a recent international assessment of adult populations, the Programme for the International Assessment of Adult Competencies (PIAAC), the authors show that large segments of the nation's adult population fail to demonstrate levels of literacy and numeracy that are associated with important social and labor market outcomes. Further analyses of these data reveal that adequate levels of literacy and numeracy skills are also associated with strong performance on the PIAAC problem-solving tasks. The final section of this paper advances a theory of action to address this skills challenge that involves the development of a learning and assessment system. Based on evidence centered design principles, this system can be used in a variety of workplace and educational contexts to significantly improve the literacy, numeracy, and digital skills of tens of millions of adults who are being left behind.
Prevalence of Coaching and Approaches to Supporting Coaching in Education
Author: Van Ostrand, Kasey
Date: 2020-01-00
Type: Reports - Research
Subjects: Incidence,Coaching (Performance),Teacher Effectiveness,Program Implementation,Faculty Development,Educational Technology,National Surveys,Faculty Workload,Interprofessional Relationship,Technology Uses in Education

Teacher quality is one of the most important factors that contributes to student success. There is a growing body of research that points to coaching as an effective way to support teacher growth. As such, coaching is becoming more prevalent in schools and districts in the U.S., and districts are increasingly using federal, state, and local funds to support coaches and coaching programs. This report provides insights based on a national survey of coaches, teachers, and administrators currently engaged in coaching. From this survey, the authors have identified several recommendations for the adoption and sustainability of high-quality coaching. In this report, the authors share findings on coach workload, the coach-teacher relationship, the use of technology in coaching, professional support for coaches, and funding for coaches. It is promising that 83 percent of respondents to the national survey are engaged in coaching in their school or district. Given that coaching is increasingly common, the authors focused on opportunities to improve the value and impact of coaching, such as managing coach workload, increasing the duration and frequency of coach time with teachers, and supporting teachers in using technology for student learning. For many of these recommendations, professional development for coaches can help.
Advancing Integration and Equity through Magnet Schools
Author: George, Janel
Date: 2021-06-01
Type: Reports - Research
Subjects: Magnet Schools,Equal Education,School Desegregation,Elementary Secondary Education,School Choice,Government Role,Federal Government,Student Diversity,Academic Achievement,Social Development,Educational Policy,State Government,Local Government,Race,Educational Finance,Evidence Based Practice,Inclusion,Urban Areas,Desegregation Litigation,Civil Rights Legislation,Federal Legislation,Educational Legislation,Financial Support,Racial Bias,Court Litigation,Minority Group Students,Culturally Relevant Education

The long-standing effort to desegregate schools in the United States has been fostered, in part, by the development of magnet schools, which were launched in the 1960s to offer appealing choices of educational programs that could attract an integrated population of families. Magnet schools are public elementary or secondary schools that seek to achieve voluntary desegregation through parental choice rather than through student assignment by offering specialized instruction and innovative academic offerings. They are often situated in urban centers, with the goal of drawing students from surrounding areas--like a magnet--to attend the school. Some magnet schools operate on a regional basis in order to address interdistrict desegregation. This report draws upon research findings regarding the components found in magnet schools that are both diverse and educationally effective and outlines evidence-based policy recommendations that can inform federal, state, and local efforts to help to design, implement, and sustain effective magnet schools that can foster integrated learning and positive student outcomes. This report begins by highlighting the research on the harms of segregation and the benefits of school integration for all students, along with the consequences of the status quo of segregation for students' short- and long-term educational outcomes and for our democracy. It then explores the federal government's role in advancing, and at times stymying, the progress of school integration and the implications for magnet schools. It outlines the evidence on magnet school components that are fostering school diversity and positive academic and social outcomes for students. Finally, drawing upon this evidence, it outlines policy recommendations at the federal, state, and local levels to help to design, implement, and sustain effective magnet schools that can help to foster integrated learning and positive student outcomes.
California Teachers and COVID-19: How the Pandemic is Impacting the Teacher Workforce
Author: Carver-Thomas, Desiree
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Teacher Shortage,Labor Turnover,Teacher Supply and Demand,Teacher Education Programs,Faculty Workload,Teacher Burnout,Teacher Retirement,Teacher Recruitment,Testing,Educational Policy,Student Financial Aid,Teacher Certification,Substitute Teachers,Faculty Development

California will need a stable, high-quality teacher workforce to weather the COVID-19 crisis and support student learning in the coming years. However, persistent and worsening teacher shortages threaten the state's ability to meet that need. Teacher shortages, which are often most acute in high-need fields and high-need schools, more severely impact students from low-income families and students of color, with significant implications for school stability and student achievement. Early evidence suggests that the effects of the COVID-19 pandemic could further worsen California's already-critical teacher shortages. Through interviews of a sample of California superintendents and human resources administrators, this study investigates the role COVID-19 has had on key aspects of teacher supply and demand, including resignations, retirements, turnover, vacancies, and new teacher credentials. Leaders from eight of the largest California districts were interviewed, representing districts that serve nearly 1 in 6 California students. In addition, the study included leaders from nine small, rural districts because research shows these types of districts often have additional challenges recruiting and retaining teachers. Five key findings emerged from an analysis of common themes raised in these interviews: (1) Teacher shortages remain a critical problem; (2) Teacher pipeline problems are exacerbated by teacher testing policies and inadequate financial aid for completing preparation; (3) Teacher workload and burnout are major concerns; (4) Growing retirements and resignations further reduce supply; and (5) Teacher residencies and preparation partnerships have proved important to recruitment.
Every Learner Everywhere &amp; Lighthouse Institutions: First-Year Experiences
Author: Digital Promise
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: First Year Seminars,College Freshmen,Low Income Students,First Generation College Students,Minority Group Students,Two Year Colleges,Colleges,Courseware,Introductory Courses,Individualized Instruction,Technology Uses in Education,Curriculum Design,College Faculty,Teacher Attitudes,Student Attitudes,Program Effectiveness,Educational Improvement

In this report, Every Learner Everywhere &amp; Lighthouse Institutions share first-year experiences of 2- and 4-year colleges piloting new versions of gateway courses incorporating adaptive learning in an effort to address achievement gaps for first-generation students, low-income students, and students of color by improving teaching and learning with the support of adaptive tools.
Students Experiencing Homelessness: The Conditions and Outcomes of Homelessness among California Students
Author: Burns, Dion
Date: 2021-06-00
Type: Reports - Research
Subjects: Homeless People,Poverty,At Risk Students,School Districts,Resources,Identification,School Role,Board of Education Role,Community Role,Elementary Secondary Education,Student Characteristics,Attendance,Enrollment,Graduation,College Attendance,Place of Residence,Student Mobility,Discipline,Educational Environment,Academic Achievement,Student Needs,Economically Disadvantaged,Students with Disabilities,English Language Learners,Racial Differences,Ethnicity,Charter Schools,Public Schools,Mathematics Achievement,Language Arts,Suspension

California is in the midst of a crisis of homelessness, with more than 1 in 5 of the nation's students identified as experiencing homelessness residing in the state. The incidence of student poverty and homelessness in California has been rising steadily both in absolute numbers and as a percentage of the total student population. Although the number of students experiencing homelessness is likely being exacerbated by the COVID-19-related economic downturn, emerging evidence suggests that identification has declined since the pandemic began. It is likely this decrease reflects challenges that districts have had identifying and engaging these students, rather than an actual decline in homelessness. Drawing on data from the California Department of Education, this report provides a snapshot of students experiencing homelessness in California and examines important contextual factors--such as living arrangements, school mobility, and school discipline--and their association with learning outcomes. The data indicate several obstacles that hinder the academic success of students experiencing homelessness. Fortunately, they also point to possible responses that could positively impact this vulnerable group.
School Environment Listening Sessions: Final Report
Author: Department of Education (ED)
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: American Indian Education,Tribes,American Indian Students,Educational Environment,Student Needs,Federal Indian Relationship,Student Attitudes,Parent Attitudes,Teacher Attitudes,Educational Practices

The Obama administration is committed to the needs of Indian Country and to the education of Native American youth. U.S. Department of Education (ED) Secretary Arne Duncan has made it a priority to strengthen opportunities and outcomes for all students, including Native American students. As a result of the secretary's commitment to Native youth and ED's consultations and listening sessions with tribal leaders and tribal communities, the White House Initiative on American Indian and Alaska Native Education (WHIAIANE or initiative) and ED's Office for Civil Rights (OCR) began a series of listening sessions to hear directly from Native youth, parents, school officials, and tribal communities regarding school environments -- the first nationwide effort of its kind. This report presents the first-ever tribal listening tour to hear from schools and communities on ways to better meet the unique educational and culturally related academic needs of Native American students. Each section of the report includes a brief description of a common theme found across listening sessions followed by supporting data and testimonies from youths, parents, teachers, and others affected by these issues. The report also includes recommendations from the participants. [This report was produced under contract with Kaufman &amp; Associates, Incorporated, and sponsored by the White House Initiative on American Indian and Alaska Native Education.]
Research and Educator Micro-Credentials
Author: Brown, Dan
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Credentials,Recognition (Achievement),Teacher Education,Faculty Development,Professional Continuing Education,Educational Practices,Evidence Based Practice

Micro-credentials for educators offer an important opportunity to strengthen professional learning at scale. Accessed and awarded online, micro-credentials leverage an online technology platform to provide educators competency-based, on-demand, personalized, and shareable opportunities to demonstrate and be recognized for their professional learning. This paper examines how Digital Promise has ensured the content of the micro-credentials in its ecosystem and the process for earning them are anchored in rigorous research. The paper explores how Digital Promise screens prospective issuers to understand the research grounding their work.
The Strategy and Politics of California&apos;s Major School Finance Reform. Policy Brief
Author: Kirst, Michael
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Educational Finance,Finance Reform,Funding Formulas,Politics of Education,Elementary Secondary Education,State Aid,State Policy

California approved a massive overhaul of its byzantine and unequal school finance system when the state Legislature passed and Governor Jerry Brown signed the Local Control Funding Formula (LCFF) in 2013. LCFF featured a new state finance model, but it was much more than a change in finance distribution formulas. It also provided districts with more flexibility in allocating resources and with a new accountability approach. For example, one of the accountability components revised local district processes for budgeting and resource allocation through a new state-mandated, three-year Local Control Accountability Plan. Using the passage of LCFF as a kind of case study, this policy brief brings together a conceptual analysis of state policy change with a contextual understanding of California's political and policy environment at the time in order to illuminate how this policy breakthrough occurred.
New York City Public Schools: Supporting School Reopening with a Focus on Testing and Tracing. Research Brief
Author: Edgerton, Adam K.
Date: 2021-03-23
Type: Reports - Research
Subjects: COVID-19,Pandemics,Public Schools,Urban Schools,School Districts,School Closing,Educational Change,School Schedules,Elementary School Students,School Safety,Blended Learning,School Policy,Attendance,Screening Tests,Symptoms (Individual Disorders),Disease Control,Testing,Hygiene,Sanitation,Immunization Programs

Since the COVID-19 pandemic emerged in March 2020, districts across the nation have faced the difficult task of reopening school sites safely for in-person instruction and keeping them open as community infection rates have risen and fallen. It is useful to learn from the efforts of districts that have been able to reopen schools--and keep them open--using multilayered mitigation strategies that reduce the risk of in-school transmission. This brief describes reopening efforts in our nation's largest district, New York City, which has, with some brief interruptions, maintained in-person schooling for hundreds of thousands of elementary-age students since late September 2020. Strict implementation of mitigation strategies--including masking, adequate ventilation, physical distancing, symptom screening, and testing and contact tracing--have made this work possible. This brief is part of an effort at the Learning Policy Institute to disseminate key public health research and reopening strategies to educators and policymakers.
Fulfilling the Maker Promise: Year One
Author: Digital Promise
Date: 2017-06-21
Type: Reports - Research
Subjects: Nonprofit Organizations,Partnerships in Education,Shared Resources and Services,Student Projects,Student Centered Learning,Design,Active Learning,Learning Activities,Elementary School Students,Secondary School Students,Program Implementation,Program Evaluation,Educational Resources,Needs Assessment

On March 9, 2016, Digital Promise, a nonprofit organization dedicated to accelerating innovation in education, and the Maker Education Initiative (Maker Ed), a nonprofit organization dedicated to empowering educators to facilitate meaningful learning experiences with youth, launched the Maker Promise. Announced by the White House as part of President Obama's Nation of Makers initiative, the Maker Promise is a collaborative campaign to give more students the opportunity to make. This report shares what has been learned over the last 12 months about the state of maker education in U.S. schools and how these discoveries are shaping the future of the Maker Promise initiative. It is hoped that this knowledge can help maker educators and the other individuals and organizations that support them as the initiative continues to bring making into schools and build a nation of makers. [This report was produced in collaboration with Maker Ed. For &quot;Fulfilling the Maker Promise: Year Two,&quot; see ED614386.]
Fulfilling the Maker Promise: Year Two
Author: Digital Promise
Date: 2018-06-08
Type: Reports - Research
Subjects: Nonprofit Organizations,Partnerships in Education,Shared Resources and Services,Student Projects,Active Learning,Learning Activities,Student Characteristics,Racial Differences,Gender Differences,Elementary School Students,Secondary School Students,Integrated Curriculum,Program Implementation,Program Effectiveness,Educational Resources,Needs Assessment,Sustainability

On March 9, 2016, two nonprofit organizations -- Digital Promise, committed to accelerating innovation in education, and the Maker Education Initiative (Maker Ed), dedicated to empowering educators to facilitate meaningful learning experiences with youth -- issued a call to action for U.S. school and district leaders to sign the Maker Promise, a concrete commitment by schools to dedicate a space for making, designate a champion for making, and display what students make. Since that time, this commitment evolved into a broader campaign and network of support for educators, advocates, and leaders championing. To further grow an understanding of how maker learning is developing in both schools and informal learning environments, Digital Promise and Maker Ed conducted the second annual Maker Champion survey in November and December 2017. Two hundred and twenty four participants completed this survey. Survey questions were predominantly quantitative, with a few open-ended qualitative questions. Qualitative responses were coded to generate emerging and common themes. This report shares what has been learned from this survey and an analysis of what the results suggest about the trajectory, challenges, and opportunities for maker learning. The report concludes by sharing some plans for the next phases of the Maker Promise program and partnership. [This report was produced in collaboration with Maker Ed. For &quot;Fulfilling the Maker Promise: Year One,&quot; see ED614385.]
Brain Drain in Higher Education--European Context. Final Report--ESC41
Author: Hammerbauer, Martin
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Brain Drain,Higher Education,Economic Factors,Social Influences,International Education,Skilled Workers,Foreign Countries,Immigration,Prior Learning,Barriers,Employment Opportunities,Public Policy,Legislation,Student Mobility,Study Abroad

This report looks to address the topic of Brain Drain in an international context, focusing on the impact on Higher Education within the European Higher Education Area. We have assessed the underlying mechanisms contributing to Brain Drain and the potential measures for convergence to Brain Circulation, considering economic, social, and educational factors. Our conclusions point to discrepancies in national legislation between the EU and non-EU countries, contributing to highly-skilled individuals' emigration. Developing internationalisation, recognition of prior learning, institutional transparency and research investments are only some of the measures contributing to Brain Drain mitigation. Removing technical and structural barriers and improving students` conditions can lead to mobile yet stable Brain Migration across EHEA.
Designing an App to Support Families&apos; Joint Engagement with Media: Design Principles and Lessons from Research
Author: Digital Promise
Date: 2021-06-00
Type: Reports - Research
Subjects: Computer Software,Learning Experience,Family Involvement,Program Descriptions,Marine Biology,Early Childhood Education,Cooperation,Television Viewing,Programming (Broadcast),Educational Television,Parent Child Relationship,Science Instruction,Scientific Concepts,Computer Software Evaluation,Preschool Children,Computer Oriented Programs,Design Requirements

In this paper, our collaborative project team shares design principles and lessons learned from research for designing an app to support families' joint engagement with media and promote powerful shared learning experiences. We provide a rationale, based on research literature, for why a second-screen app in particular addresses our project goals. In addition, we describe the Splash and Bubbles for Parents app components as well as the co-design process and design-based research studies conducted to inform its design and development. Finally, our team offers design principles grounded in findings from our research that may be useful to app developers and researchers interested in continuing and expanding on this work. [This report was written by Digital Promise, The Jim Henson Company, Concord Evaluation Group, and Curious Media.]
Transfer for Future Learning of Fractions within Cignition&apos;s Microtutoring Approach
Author: Roschelle, Jeremy
Date: 2020-04-29
Type: Reports - Research
Subjects: Fractions,Transfer of Training,Tutoring,Individual Instruction,Electronic Learning,Mathematics Instruction,Elementary School Students,Grade 5,Elementary School Mathematics,Instructional Effectiveness,Program Design,Program Validation,Program Development

In this exploratory research project, our team's goal was to design and begin validation of a measurement approach that could provide indication of a student's ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition's product, would leverage Cignition's use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research. [This report was co-produced by MenloEDU with additional funding from Schmidt Futures under a subcontract from Cignition.]