ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Leaders Must Not Be Data Gatekeepers: Parent Portals Are a Key COVID-19 Recovery Strategy
Author: Data Quality Campaign
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Data Use,COVID-19,Pandemics,Parent Participation,Information Systems,Student Records,Communication Strategies,Computer Mediated Communication

For the first time in history, public schools have closed across the country, and students have been receiving instruction from their homes. But in their new role as educators, parents have been largely flying blind in their efforts to ensure that students are on track for success. This problem is not new: parents have always needed to be informed partners in their children's education--and have stated their desire for data in poll after poll. As districts plan for next year, they must ensure that parents have access to a portal with the following characteristics: (1) user-friendly interface and language; (2) timely alerts; (3) seamless communications; (4) clear context; (5) multiple data sources; (6) up-to-date data; and (7) actionable information. Some education leaders have already taken action to get information into the hands of parents. This brief provides examples from these leaders that states and districts can learn from, as well as steps that can be taken so states can ensure that districts provide parents with the information they need.
Integrating Digital Tools for Adult Learners: Four Critical Factors
Author: Constantakis, Patti
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Adult Education,Program Implementation,Models,Blended Learning,Data Use,Educational Resources,Teacher Role,Adult Educators

Technology has the potential to be a powerful tool for improving access to learning for adult learners. It can help create personalized pathways to support learning differences and open up a world of digital information and resources that form the gateway to today's job market. Despite enthusiasm from educators shown in recent studies, in general, adult education programs lag behind their K-12 and higher education counterparts in incorporating technology. This paper explores how digital opportunities to this underserved population can be accelerated; if technology efforts in K-12 and higher education can be used to create an environment that gives adult learners a more personalized learning experience; how the gap between enthusiasm and effective implementation can be bridged; and what evidence should inform adult education practices and policies. It presents four factors that contribute to effective implementation of technology. These factors are drawn from work that was undertaken to support fourteen program sites that participated in a study of digital learning technologies' effectiveness in adult basic education. [This report was produced in partnership with Mockingbird Education.]
Equity in the Driver&apos;s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&amp;D Agendas in Education
Author: Liberman, Babe
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Research and Development,Educational Research,Cooperative Planning,Stakeholders,Adolescents,Literacy Education,Barriers,Computation,Thinking Skills,Expertise,School Districts,Teamwork,Reflection,Secondary Education

Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools' most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&amp;D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
Capacity Assessment of Latin American and Caribbean Partners: A Symposium about Open-Access, Technological Needs, and Institutional Sustainability. Report of Symposium and Recommendations
Author: St. Hubert, Hadassah
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Access to Information,Needs,Sustainability,Libraries,Archives,International Cooperation,Financial Support,Conferences (Gatherings),Institutional Cooperation,Media Adaptation

In April 2020, the authors, CLIR [Council on Library and Information Resources] fellows in the second cohort of Data Curation for Latin American and Caribbean Studies, virtually convened &quot;Capacity Assessment of Latin American and Caribbean Partners: A Symposium about Open Access, Technological Needs, and Institutional Sustainability.&quot; The symposium provided a forum for stakeholders from institutions in Latin America and the Caribbean to share strategies for digital archiving and cultural preservation and to identify common areas of need. The goal of the symposium was for the stakeholders to formulate a set of questions for funders, libraries, archives, and others based in the United States, Canada, and European nations to consider when evaluating grant proposals for digital projects, or when considering post-custodial archival work with institutions in Latin America and the Caribbean. The authors sought to develop recommendations and equitable practices to enhance cultural engagement through collection development that fully acknowledges Latin American and Caribbean organizations as equal partners with a voice in decision making for projects and grant funding.
Moving to the Next Phase of School Reopening: Three Pivotal Questions for District Leaders
Author: Rosenberg, David
Date: 2020-10-20
Type: Reports - Evaluative
Subjects: Public Schools,School Districts,Distance Education,Pandemics,COVID-19,Educational Resources,Partnerships in Education,Educational Strategies,Guidance,School Closing,Strategic Planning,Blended Learning,Classroom Environment,Student Needs,Comparative Analysis,Supply and Demand,Class Size,Faculty Development,Teaching Methods,Teacher Student Relationship,Teacher Placement,Elementary Secondary Education,Models,Parent Attitudes

Nearly half of the 907 public school districts tracked by Education Week opened school fully remote this year. This includes more than three-quarters of the nation's largest districts, which serve high proportions of students with the greatest learning and social-emotional needs stemming from the pandemic. Now, many district leaders are working feverishly to determine if they can transition to some in-person learning for their students as the school year goes on. For more than six months, our team at Education Resource Strategies (ERS) has partnered closely with eight large school districts in developing prototypes, models and tools to support district planning, grounded in guiding principles. From that work, we have now zeroed in on three challenging questions that will have an outsized impact on student and educator experiences in a transition to any in-person school: (1) What should be our next step--hybrid or in-person?; (2) How do we meet the needs of in-person and remote students simultaneously?; and (3) How should we handle teacher opt-outs from in-person instruction?
Reporting for Equity: How States and Districts Can Use the ESSA School Spending Requirements to Present Data That Matters
Author: Education Resource Strategies
Date: 2020-10-00
Type: Guides - General
Subjects: Equal Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance,School District Spending,Expenditure per Student,Educational Equity (Finance),Student Needs,Reports

The Every Student Succeeds Act (ESSA) requires all states to report school-level spending data. This fall, the Department of Education released the first round of data on per-pupil expenditure as part of the Every Student Succeeds Act (ESSA). As states continue to release new spending data, it will be possible for a variety of stakeholders to assess whether spending levels are equitable across schools -- but only if that spending data is presented in actionable ways. Education Resource Strategies (ERS) has developed 5 Reporting Principles to guide states and districts in sharing spending data in ways that will enable equity-focused conversations. Based on the reporting principles, we've written &quot;Reporting for Equity: How States and Districts Can Use the ESSA School Spending Requirements to Present Data that Matters&quot; to provide guidance for state-level practitioners who will design school spending reports, as well as district leaders who want to go beyond the state report card to use spending data in more equity-focused ways. The Five Principles of Equity-Focused Reporting are: (1) Provide total per-pupil spending as well as a breakdown by source and location of spending; (2) Provide contextual information to help interpret differences in spending; (3) Provide comparative data on spending and need across districts and schools; (4) Include additional information on other resources that impact students' experiences in schools; and (5) Be clear and accessible.
Learning in the 21st Century: How the American Public, Parents, and Teachers View Educational Priorities and How to Achieve Them
Author: Digital Promise
Date: 2019-00-00
Type: Reports - Research
Subjects: Educational Attitudes,Public Opinion,Parent Attitudes,Teacher Attitudes,Academic Ability,Teaching Methods,Technology Uses in Education,Educational Technology,Educational Practices,Preferences,Public School Teachers,Inclusion,Large Group Instruction,Individualized Instruction,Educational Objectives

Among public school teachers, parents, and all adults alike, at least eight in 10 recognize that students vary in how they learn, say schools should address learner variability, and favor tailored instruction--an approach designed to address learner variability--over conventional whole group instruction. Yet nine in 10 teachers, about eight in 10 Americans overall, and three-quarters of parents also say that teachers don't have the support they need to focus on students' learner variability. Most say teachers' time and professional learning opportunities are lacking as well. Those results mark a broad gap between what the public wants and what they believe schools are able to provide. These findings are highlighted in &quot;Learning in the 21st Century: How the American Public, Parents, and Teachers View Educational Priorities and How to Achieve Them,&quot; the 2020 Learner Variability Project survey produced for the education nonprofit Digital Promise by Langer Research Associates. The study explores public attitudes about learner variability, instructional techniques, educational priorities, and the use of educational technology, as well as teachers' personal practices, preferences, and experiences. It was conducted among a random national sample of 1,850 adults, including 504 public school parents and 500 public school teachers. This study is part two of a four-part series of surveys on learner variability and other factors of 21st century learning.
Is &quot;Free College&quot; Really Free? Lessons Learned from Initiatives in Four States. Research into Practice. A CIC Higher Education Summary
Author: Council of Independent Colleges
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: State Programs,Program Effectiveness,Access to Education,Student Costs,Community Colleges,Public Colleges,Student Financial Aid

&quot;Free college&quot; has become a catch phrase for a variety of policy proposals intended to support this national priority. Most free college proposals share important goals: to reduce costs to students and families, to increase the number of college graduates, and to help students acquire skills needed in the workforce. Free college proposals typically shift the costs of some forms of higher education from some students and their families to taxpayers. Specific proposals differ on who qualifies, where students can enroll, and how financial support is delivered. Early free college initiatives are underway in several states. The Council of Independent Colleges (CIC) commissioned researchers to assess the effectiveness to date of initiatives in New York, Tennessee, Oregon, and Washington State. [For the full report, see ED610796. Support for the preparation of this report has been provided by the Charles Koch Foundation.]
Technology and Family Literacy Case Study: SPICE Family Literacy Program, Central Maine
Author: Digital Promise
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Family Literacy,Literacy Education,Rural Areas,Geographic Isolation,Educational Technology,Technology Uses in Education,Adult Education,Access to Education

The Students and Parents In Cooperative Education (SPICE) Family Literacy Program serves central Maine's Regional School Unit #3 (RSU 3). SPICE's mission is to integrate childhood and adult education. RSU 3 spreads across 440 square miles. Over this vast distance, there is no one town where people gather. So SPICE educators went straight to their adult learners' homes. SPICE was meeting all of their learners' needs except one: rural isolation. This case study of a family literacy program using technology explores how to help alleviate rural isolation with virtual learning. SPICE's journey highlights six aspects to consider when thinking about how technology can transform family literacy programs: (1) A virtual world provides real community; (2) A virtual world provides human connection; (3) A virtual world reshapes the process of learning; (4) A virtual world can hold infinite &quot;buildings&quot;; (5) Use technology to track application of skills; and (6) Address technology reluctance &quot;in your staff.&quot;
Designing a Process for Inclusive Innovation: A Radical Commitment to Equity. Version 1.0
Author: Angevine, Colin
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Inclusion,At Risk Students,Equal Education,Research and Development,Educational Innovation,Models,Minority Group Students,Low Income Students,Stakeholders,Cooperative Planning,Role,Social Problems,Community Involvement,Power Structure,Participative Decision Making,Capacity Building,Reflection

Under the current model of education research and development (R&amp;D), solutions to the pressing challenges facing schools and districts across the country often fail to meet the needs of those who need them most: historically marginalized populations such as Black and Latinx students and students living in poverty. To address this problem, Digital Promise sought to understand the essential elements of equity-first R&amp;D models and develop a prototype for education. This paper starts from the premise that missing from existing education R&amp;D is a &quot;radical commitment to equity.&quot; The paper presents &quot;Inclusive Innovation,&quot; a model that reimagines authority, decision-making, and risk in the context of education R&amp;D and provides an overarching framework for authentically engaging underrepresented stakeholders at the earliest stages and shifting their roles to leaders, participants, and beneficiaries. The power of &quot;Inclusive Innovation&quot; is that it does not just invite underrepresented voices and perspectives into the innovation ecosystem; it places them at the center of it.
Technology and Family Literacy Case Study: Briya Public Charter School, Washington, D.C.
Author: Digital Promise
Date: 2016-00-00
Type: Reports - Research
Subjects: Technological Literacy,Family Literacy,Case Studies,Public Schools,Charter Schools,Family Programs,Skill Development,Curriculum Development,English Language Learners,Parent Education,Adult Education,Early Childhood Education,Immigrants,Transfer of Training

Briya Public Charter School is a free family literacy program in Washington, D.C. Adults study English, digital literacy, and parenting, while children receive a high-quality early education. Briya integrates the educational experiences of parents and children, building on families' strengths to help improve their educational, economic, and social opportunities. This case study of the Briya Public Charter School family literacy program explores how to create a digital literacy skills curriculum to support a specific learner population through technology.
Responding to a Pandemic: Poll of Parents and Guardians on Public Education in New Orleans
Author: Tulane University, Cowen Institute for Public Education Initiatives
Date: 2020-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Parent Attitudes,Public Education,Elementary Secondary Education,School Closing,Online Courses,Distance Education,Electronic Learning,School Schedules,Individual Characteristics,Access to Computers,Internet,Economic Factors,Crime,Charter Schools,Educational Quality,Socioeconomic Influences,Racial Differences,Ethnicity,Family Income,Technical Support,Conventional Instruction,Access to Health Care,Access to Education,Transportation,Taxes

The Cowen Institute has conducted annual polls on perceptions of public education in New Orleans since 2007. These polls have served to provide insight on how parents and the general public feel about the highly decentralized K-12 public education system in New Orleans. Over time, we have monitored views on a wide range of topics, including school quality, governance, and the prevalence of charter schools in the city. Additionally, each poll has included questions specific and relevant to the particular year in which it was conducted. Given the ongoing tragedy of the COVID-19 pandemic, this year's poll includes questions on how the pandemic has impacted New Orleans families and their ability to access education, including their experiences with: (1) remote and virtual learning; (2) returning to in-person learning; (3) the response of our local school district, New Orleans Public Schools (NOLA-PS), and individual schools to the crisis; and (4) the physical and mental health impacts of the virus. To capture the experiences and attitudes of a wide range of parents, we polled 1,000 public and private school parents and guardians in Orleans Parish, as well as those who home school their children. Public school parents and guardians made up the majority (78%) of our sample. We hope this year's poll provides insight into the educational experiences of New Orleans families during this unprecedented time.
Managing for Results in America&apos;s Great City Schools 2015: Results from Fiscal Year 2013-14. A Report of the Performance Measurement and Benchmarking Project
Author: Council of the Great City Schools
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Elementary Secondary Education,Performance,Student Evaluation,Educational Assessment,Benchmarking,Cost Effectiveness,Productivity,Income,Money Management,Educational Finance,Investment,Costs,Compensation (Remuneration),Wages,Debt (Financial),Expenditures,Budgets,Grants,Financial Support,Purchasing,Risk Management,Workers Compensation,Legal Responsibility,Food Service,Breakfast Programs,Lunch Programs,Food,Maintenance,School Construction,Utilities,School Safety,School Security,Student Transportation,Human Resources,Teacher Persistence,Labor Turnover,School Personnel,Fringe Benefits,Information Technology

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of &quot;key performance indicators&quot; (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the &quot;metric definitions&quot; ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of &quot;continuous improvement.&quot; The teams are instructed to focus on operational indicators that can be &quot;benchmarked&quot; and are &quot;actionable,&quot; and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance &amp; Operations; (10) Safety &amp; Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [For the 2014 report, see ED559393.]
Managing for Results in America&apos;s Great City Schools 2016: Results from Fiscal Year 2014-15. A Report of the Performance Measurement and Benchmarking Project
Author: Council of the Great City Schools
Date: 2016-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Elementary Secondary Education,Performance,Student Evaluation,Educational Assessment,Benchmarking,Cost Effectiveness,Productivity,Income,Money Management,Educational Finance,Investment,Costs,Compensation (Remuneration),Wages,Debt (Financial),Expenditures,Budgets,Grants,Financial Support,Purchasing,Risk Management,Workers Compensation,Legal Responsibility,Food Service,Breakfast Programs,Lunch Programs,Food,Maintenance,School Construction,Utilities,School Safety,School Security,Student Transportation,Human Resources,Teacher Persistence,Labor Turnover,School Personnel,Fringe Benefits,Information Technology

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of &quot;key performance indicators&quot; (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the &quot;metric definitions&quot; ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of &quot;continuous improvement.&quot; The teams are instructed to focus on operational indicators that can be &quot;benchmarked&quot; and are &quot;actionable,&quot; and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance &amp; Operations; (10) Safety &amp; Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [For the 2015 report, see ED610810.]