ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding Opportunities and Reducing Barriers to Work: Evaluation of USDA&apos;s Supplemental Nutrition Assistance Program (SNAP). Employment and Training Pilots: Final Summary Report (Summary). Research Summary
Author: Food and Nutrition Service (FNS) (USDA)
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Federal Programs,Program Implementation,Program Evaluation,Employment Opportunities,Grants,Pilot Projects,Income,Outcome Measures,Cost Effectiveness,Federal Aid,Comparative Analysis,Food,Security (Psychology),Unemployment,Records (Forms),Insurance,Employment,State Government,Job Training,Low Income Groups,Barriers

The Agricultural Act of 2014 authorized $200 million for the development, implementation, and evaluation of up to 10 pilot projects to test innovative strategies to increase employment and reduce the need for SNAP among program participants. The 10 States that received grants were California, Delaware, Georgia, Kansas, Kentucky, Illinois, Mississippi, Vermont, Virginia, and Washington. Grantees began implementing their pilots between January and April 2016, and all pilot services concluded by April 2019. The Final Summary Report presents employment, earnings, SNAP participation, and other outcome findings that cover a 36-month period for individuals enrolled in the pilots by December 2017. It also presents findings from the implementation evaluation and cost-benefit analysis. The report summarizes findings from the 10 pilot-specific final evaluation reports. This summary highlights the methods and findings of the final summary report. [For the Final Summary Report, see ED620374.]
Expanding Opportunities &amp; Reducing Barriers to Work: Final Summary Report. Evaluation of Pilot Projects to Promote Work and Increase State Accountability in the Supplemental Nutrition Assistance Program
Author: Rowe, Gretchen
Date: 2022-05-00
Type: Reports - Research
Subjects: Federal Programs,Federal Legislation,Federal Aid,Pilot Projects,Program Implementation,Program Evaluation,Cost Effectiveness,Comparative Analysis,Food,Security (Psychology),Income,Employment,Employment Opportunities,Accountability,Job Training,Low Income Groups,Participant Characteristics,Barriers,State Government,Grants

The Agricultural Act of 2014 authorized $200 million for the development, implementation, and evaluation of pilot projects to test innovative strategies to reduce dependency on and increase employment among Supplemental Nutrition Assistance Program (SNAP) participants. California, Delaware, Georgia, Kansas, Kentucky, Illinois, Mississippi, Vermont, Virginia and Washington received grants in March 2015 and began implementing their pilots between January and April 2016. All grantees concluded pilot services by April 2019. The final summary report presents employment, earnings, SNAP participation, and other outcome findings that cover a 36-month period for individuals enrolled in the pilots by December 2017. It also presents findings from the implementation evaluation and cost-benefit analysis. The report summarizes findings from the 10 pilot-specific final reports. Key findings include: (1) Earnings increased in three pilots and employment increased in five pilots for the treatment group compared to the control group; (2) An increase in employment did not mean that earnings increased; (3) Pilots generally did not decrease SNAP participation or improve food security; and (4) The cost of pilot services outweighed benefits in most pilots. [Cover title varies: &quot;Expanding Opportunities &amp; Reducing Barriers to Work: Final Summary Report. (Evaluation of USDA, Supplemental Nutrition Assistance Program (SNAP) Employment and Training Pilots).&quot; Staff from the following organizations assisted with this study: MDRC; Insight Policy Research; Decision Information Resources; and Food and Nutrition Service's Office of Employment and Training (OET). For the summary of the Final Summary Report, see ED620373. For the Final Report Technical Supplement, see ED620381. For the Interim Summary Report, see ED620376.]
Expanding Opportunities and Reducing Barriers to Work: Interim Summary Report (Summary). Evaluation of Pilot Projects to Promote Work and Increase Accountability in the USDA&apos;s Supplemental Nutrition Assistance Program (SNAP). Research Summary
Author: Food and Nutrition Service (FNS) (USDA)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Pilot Projects,Federal Legislation,Federal Programs,Federal Aid,Accountability,Grants,State Government,Income,Job Training,Food,Security (Psychology),Low Income Groups,Program Implementation,Program Effectiveness,Cost Effectiveness,Counseling Services,Barriers,Employment,Employment Opportunities

The Agricultural Act of 2014 authorized $200 million for the development, implementation, and evaluation of up to 10 pilot projects to test innovative strategies to reduce dependency on and increase employment among Supplemental Nutrition Assistance Program (SNAP) participants. The 10 States that received grants were California, Delaware, Georgia, Kansas, Kentucky, Illinois, Mississippi, Vermont, Virginia, and Washington and began implementing their pilots between January and April 2016. All grantees concluded pilot services by April 2019. The Interim Summary Report presents short-term outcome findings that cover each individual for 12 months after enrollment in the pilots for individuals who enrolled by December 2017. The report also includes findings on the implementation evaluation and cost analysis. The report summarizes findings drawn from interim evaluation reports prepared for each of the 10 pilots. The final evaluation reports will present longer-term (36-month) outcomes that may offer more conclusive evidence about the effectiveness of pilot services. This brief document describes the methods and findings of the Interim Summary Report. [For the full report, see ED620376.]
Expanding Opportunities &amp; Reducing Barriers to Work: Interim Summary Report. Evaluation of Pilot Projects to Promote Work and Increase State Accountability in the Supplemental Nutrition Assistance Program
Author: Mabli, James
Date: 2021-09-00
Type: Reports - Research
Subjects: Federal Programs,Federal Legislation,Federal Aid,Pilot Projects,Grants,Accountability,Barriers,Program Evaluation,Program Implementation,Food,Security (Psychology),Low Income Groups,Job Training,Employment,Employment Opportunities,Outcome Measures,Income,State Government,Services

The Agricultural Act of 2014 authorized $200 million for the development, implementation, and evaluation of pilot projects to test innovative strategies to reduce dependency on and increase employment among Supplemental Nutrition Assistance Program (SNAP) participants. California, Delaware, Georgia, Kansas, Kentucky, Illinois, Mississippi, Vermont, Virginia, and Washington received grants in March 2015 and began implementing their pilots between January and April 2016. All grantees concluded pilot services by April 2019. The interim summary report presents short-term outcome findings for the 12 month period after pilot enrollment for individuals who enrolled by December 2017. This report summarizes findings from the 10 pilot-specific interim reports. Key findings include: (1) The 10 pilots implemented diverse service models and served various target groups; (2) Grantees faced steep implementation challenges such as hiring staff and developing partnerships; (3) Both pilot engagement and exit rates were high during the 12 month follow-up period; and (4) The pilots had few impacts on employment and did not decrease SNAP participation during the fourth quarter. [Staff from the following organizations assisted with this study: Insight Policy Research; Koné Consulting; Decision Information Resources; Food and Nutrition Service's Office of Policy Support (OPS); and FNS Office of Employment and Training (OET). For the summary of the Interim Summary Report, see ED620375. For the Interim Report Technical Supplement, see ED620378.]
Speech Bubbles. Evaluation Report
Author: Bohling, Kimberly
Date: 2021-09-00
Type: Reports - Research
Subjects: Drama,Story Telling,Intervention,Communication Skills,Self Esteem,Well Being,Elementary School Students,Attention,Listening Skills,At Risk Students,Program Effectiveness,Reading Achievement,Speech Communication,Interpersonal Competence,Creativity,Foreign Countries

The Speech Bubbles (SB) intervention is a Key Stage 1 (KS1) drama and storytelling intervention aimed at supporting children's communication skills, confidence and wellbeing. The intervention was targeted at pupils aged 5-7 in KS1 (Year 1 or Year 2) in primary schools in England, who had been identified by their teachers as having difficulties with, or lacking confidence in, communicating, or having poor attention and listening skills. This impact evaluation consisted of an individually randomised controlled trial (RCT). Year 1 and Year 2 pupils with poor communication skills (as identified by teachers using SB referral guidance) were randomly allocated to either receive the SB programme (treatment arm), or continue with their curriculum as normal (control arm). Pupils in the two arms were compared on reading attainment and oral communication as two primary outcomes, and on social skills and creative self-efficacy as two secondary outcomes. Assuming successful randomisation, an RCT is the least biased method to estimate intervention effects and make causal inferences. In the implementation and process evaluation (IPE), multiple sources of data were collected and triangulated from six case study schools to answer the research questions. This consisted of semi-structured interviews with four staff members at each case study school, unstructured interviews with participating children, an observation of an SB lesson, a survey for teaching assistants (TAs), review of intervention manuals and guidance, and collection of administrative data. [This report was produced with the Behavioural Insights Team of the University College London (UCL) (United Kingdom), Institute of Education (IOE). The Royal Society of Arts (RSA) contributed to funding for this evaluation.]
Expanding Opportunities &amp; Reducing Barriers to Work: Interim Report Technical Supplement. Evaluation of Pilot Projects to Promote Work and Increase State Accountability in the Supplemental Nutrition Assistance Program
Author: Dotter, Dallas
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Federal Programs,Grants,Barriers,Job Training,Employment,Employment Opportunities,Food,Low Income Groups,Security (Psychology),Pilot Projects,Program Evaluation,Accountability,Federal Aid,Outcome Measures,Measurement Techniques,State Government,Income,Cost Effectiveness,Program Implementation

This technical supplement to the SNAP Employment and Training (SNAP E&amp;T) evaluation interim reports presents details of the authors' technical approach for creating analysis variables and estimating impacts of treatment group services on outcomes, including employment, earnings, and SNAP participation. It also describes the statistical approach for measuring participants' receipt of services and the costs grantees incurred when planning the pilots and providing services. The supplement begins with an overview of the evaluation design and data sources. Next, it discusses imputation procedures used when constructing the analysis data files (Chapter II). It then explains the construction of analysis weights (Chapter III), followed by the approaches used to estimate statistics measuring individuals' participation in services and activities (Chapter IV). The supplement then describes the approach used to estimate impacts for all individuals enrolled in the pilot and for subgroups of individuals (Chapter V). Finally, it discusses the approach used to measure and analyze pilots' planning and implementation costs (Chapter VI). This supplement describes the technical approach used to produce findings presented in the 10 pilot-specific interim evaluation reports and cross-pilot summary report. [For the Interim Summary Report, see ED620376.]
The Craft of Writing. Evaluation Report
Author: Anders, Jake
Date: 2021-09-00
Type: Reports - Research
Subjects: Writing (Composition),Intervention,Writing Skills,Self Efficacy,Creativity,Elementary School Students,Grade 5,Program Evaluation,Foreign Countries,Student Characteristics,Program Implementation,National Curriculum,Program Costs,Elementary School Teachers,Teacher Attitudes,Institutional Characteristics

The Craft of Writing (CoW) is an intervention aimed at improving the writing skills, writing self-efficacy and writing creativity (ideation) of primary school pupils by developing teachers as 'writers' and improving their own writing practice and their teaching of writing. This intervention was delivered to Year 5 pupils between June 2018 and July 2019 by the University of Exeter, the Open University and Arvon, a creative writing charity. This evaluation was designed to estimate the effect of participating in the Craft of Writing (CoW) over the course of one school year on pupils' writing skills. The CoW is an intervention to develop teachers as writers, thereby improving their own writing practice and their teaching of writing (more details below in the Intervention section). This trial was designed as a two-arm clustered randomised trial with randomisation occurring at the level of the school. This level of randomisation was selected since entire classes participate in the programme and thus the risk of contamination within schools is very high. The two arms were: (1) participation in the CoW (treatment); and (2) business-as-usual (control). Blocking was used in the randomisation to improve cross-arm comparability of schools, to improve precision of estimates, and to allow schools that sign up early to receive their allocation sooner than they otherwise would (this is important because of the nature of the intervention requiring as much notice of allocation as possible to be given to teachers, given it requires activity outside of their normal working hours; see the Intervention section for more details). Initially, the authors had planned to look at the long-term effects of participating in the CoW after one further year, looking at results from the end of KS2 national curriculum tests in English grammar, punctuation and spelling. [This report was produced with the Behavioural Insights Team of the University College London (UCL) (United Kingdom), Institute of Education (IOE). The Royal Society of Arts (RSA) contributed to funding for this evaluation.]
Hispanic Higher Education and Hispanic-Serving Institutions (HSIs). 2022 Fact Sheet
Author: Hispanic Association of Colleges and Universities (HACU), Office of Policy Analysis and Information (OPAI)
Date: 2022-03-15
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Student Characteristics,Educational Attainment,Higher Education,Minority Serving Institutions,Enrollment,Undergraduate Students,Demography,Geographic Location,Academic Degrees,Institutional Characteristics,Racial Composition

This fact sheet presents the following statistical information on Hispanic higher education and Hispanic-Serving Institutions (HSIs) from 2022: (1) Hispanic demographics; (2) Hispanic enrollment in higher education; and (3) Hispanic-Serving Institutions (HSIs). A 2020-21 enrollment snapshot of Hispanic undergraduate students headcount and number of HSIs/EHSIs across the United States is included. [For the 2021 Fact Sheet, see ED612930.]
Expanding Opportunities &amp; Reducing Barriers to Work: Final Report Technical Supplement. Evaluation of Pilot Projects to Promote Work and Increase State Accountability in the Supplemental Nutrition Assistance Program
Author: Dotter, Dallas
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Pilot Projects,Program Implementation,Cost Effectiveness,Barriers,Accountability,Federal Programs,Federal Legislation,Federal Aid,Food,Security (Psychology),Income,Employment,Employment Opportunities,Program Evaluation,Outcome Measures,Costs,Program Development,Surveys,Statistical Analysis,Insurance,Records (Forms),Working Hours,Comparative Analysis,Grants,Low Income Groups

This technical supplement to the Supplemental Nutrition Assistance Program (SNAP) Employment and Training (E&amp;T) evaluation final reports presents details of the technical approach used for creating analysis variables and estimating impacts of treatment group services on outcomes, including employment, earnings, and SNAP participation. It also describes the statistical approach used to measure participants' receipt of services and the costs grantees incurred when planning the pilots and providing services. The supplement begins with an overview of the evaluation design and data sources. Next, it discusses imputation procedures used when constructing the analysis data files (Chapter II). It then explains the construction of analysis weights (Chapter III), followed by the approaches used to estimate statistics measuring individuals' participation in services and activities (Chapter IV). The supplement then describes the approach used to estimate impacts for all individuals enrolled in the pilot and for subgroups of individuals (Chapter V). Finally, it discusses the approach used to measure and analyze pilots' planning and implementation costs and estimating the pilot benefits relative to their costs (Chapter VI). This supplement describes the technical approach used to produce findings presented in the 10 pilot-specific final evaluation reports and cross-pilot summary report. [Title cover varies: &quot;Expanding Opportunities &amp; Reducing Barriers to Work: Final Report Technical Supplement. (Evaluation of USDA, Supplemental Nutrition Assistance Program (SNAP) Employment and Training Pilots).&quot; For the Final Summary Report, see ED620374.]
Looking into Gateway: Expectancy-Value Profiles Predict Undergraduates&apos; Intent to Persist in Physics after Introductory Course
Author: Gao, Yannan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Physics,Science Education,Engineering Education,STEM Education,Student Attrition,Majors (Students),Correlation,Expectation,Values,Student Attitudes,Intention,Predictor Variables,Student Motivation,First Generation College Students,Racial Differences,Ethnicity,Gender Differences

Additional to the lack of gender and ethnic diversity, the attrition rate among Physics and Engineering undergraduates is as high as 40%. Considering the impact of STEM gateway course on students' choice of major, we investigated the association between students' Expectancy-Value beliefs at the beginning of the class with their intent to persist in Physics by the end of an introductory Physics class using a sample (N = 337) diverse in sociodemographic composition. Motivational profiles predicted students' intent to continue a career in Physics and an increase in their certainty about their choice but did not predict a decrease in such certainty. First-generation college students and Latino/a were more likely to become less certain by the end of class.
Giving Students a Voice: Deconstructing Undergraduates Chemistry and Physics Persistence Using Expectancy-Value Theory
Author: Gao, Yannan
Date: 2021-04-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,First Generation College Students,Majors (Students),Student Attitudes,Academic Persistence,Physics,Chemistry,Introductory Courses,Expectation,Values,Decision Making,STEM Education,Student Diversity

College Introductory STEM courses impact students' persistence. Guided by Eccles' Expectancy-Value (EV) theory, we examined undergraduates' open-ended explanations for major persistence plans. Students (N=2,737; 45.6% women; 16.4% White, 22.6% Latino/a, 46.5% Asian, 14.5% other; 43% 1st-generation college-going students) reported certainty in their major choice and a subgroup (N = 361) explained why their plans changed at the end of introductory physics and chemistry courses. Nearly half became more or less certain. EV constructs naturally emerged in students' explanation, with decreases in expectancy or values the most frequently mentioned. EV explanations related to whether students became more or less certain about their major choice. Findings underscore the meaningfulness and validity of EV theory for understanding undergraduates' STEM persistence.
A Comprehensive Picture of Achievement across the COVID-19 Pandemic Years: Examining Variation in Test Levels and Growth across Districts, Schools, Grades, and Students. Working Paper No. 266-0522
Author: Goldhaber, Dan
Date: 2022-05-00
Type: Reports - Research
Subjects: Academic Achievement,COVID-19,Pandemics,Tests,Scores,Racial Differences,Ethnicity,Socioeconomic Status,Poverty,Elementary Secondary Education,Instructional Program Divisions,Intellectual Disciplines,Disproportionate Representation,School Districts,Gender Differences,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Public Schools,Mathematics Achievement,Reading Achievement,Elementary School Students,Middle School Students

In this paper, we use NWEA MAP test data to examine variation in students' achievement and growth during the pandemic across multiple dimensions. Consistent with prior evidence, we find that students' test scores in fall 2021, on average, were substantially below historic averages. Moreover, the average scores of students of color, students attending high poverty schools, and students in elementary school were more negatively impacted, and more so in math than reading. We present novel evidence on the distributions of test scores and growth in fall 2021 relative to pre-pandemic distributions, finding disproportionately larger declines for students with lower previous achievement levels across districts. However, between districts, there was considerable variation in the extent to which their fall 2021 achievement and growth distributions shifted from their historical distributions by subject, student subgroups, and baseline achievement levels. Therefore, accurately targeting students and choosing interventions for pandemic-related recovery will require careful assessment by districts of their students' achievement and growth in the 2021-22 school year (and into the future): assuming that students in a district reflect the national trends of achievement will often lead to incorrect conclusions about the degree to which they suffered pandemic-related learning losses and the amount of support they will need to recover. [This research received funding from the Kenneth C. Griffin Foundation.]
Comprehensive Health Education in Schools. Position Statement
Author: Graf, Karen
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Health Education,Developmentally Appropriate Practices,Evidence Based Practice,Parent Role,Family Role,School Nurses,Role,Child Development,Health Behavior

It is the position of the National Association of School Nurses (NASN) that a comprehensive, developmentally appropriate, and evidence-based health education program be implemented for all students. NASN recognizes the vital role of parents and families as an integral source of health education. The registered school nurse (referred to as the school nurse) is a valuable resource to parents and educators. NASN supports the implementation of comprehensive health education that promotes healthy development for all students. This document provides the background and rationale for NASN's position.