ethanporcaro/eric-fulltext-meta huggingface dataset:
Stacey and Bo Porter SELF Foundation: Building Academic, Behavior, and Social Skills among At-Risk Youth in HISD, 2016-2017. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2017-09-12
Type: Reports - Evaluative
Subjects: At Risk Students,Middle School Students,Academic Ability,Student Development,Social Development,Emotional Development,After School Programs,Program Effectiveness,Reading Achievement,Mathematics Achievement,Student Attitudes,Grade 6,Grade 7,Grade 8,Physical Activities,Tutoring,Goal Orientation,School Safety,Self Efficacy,Student Behavior,Attendance,Racial Differences,Ethnicity,Age Differences,Limited English Speaking,Low Income Students,Interpersonal Competence,Academic Persistence,Skill Development,Discipline

For the past three years, SELF (Sports, Education, Life Skills, and Faith) has focused on improving academic, behavioral, and social skills of students at Key, Revere, and Meyerland middle schools in the Houston Independent School District (HISD). Tutorials, an essay contest, character-building lessons, sports, a high-school bridge program, and gender-specific activities are key features, designed to help students succeed in school and college. SELF students showed higher gains from 2016 to 2017 on reading and math STAAR compared to a matched sample of non-SELF students enrolled at the targeted schools. Other findings included an increase in the percentage of students with&quot;no&quot; out-of-school suspensions (88% to 90%) as well as an increase in the percentage of students with &quot;no&quot; in-school suspensions (86% to 88%) from 2016 to 2017. The SELF student sample had no expulsions or other disciplinary actions over the past two years. Relative to attendance, the percentage of SELF students with &quot;no&quot; excused absences decreased. Unexpectedly, the percentage of students with &quot;no&quot; unexcused absences also decreased, rather than increased. SELF students continued to, overwhelmingly, perceive benefits from program activities. Based on student input, additional benefits from guest speakers may be enhanced by providing topics of high student interest.
A New Era in Public Education: A Focus on Early Childhood
Author: Children Now
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Public Education,Early Childhood Education,At Risk Students,Low Income Students,English Language Learners,Foster Care,School Districts,Educational Finance,Educational Policy,Early Intervention,Alignment (Education),Professional Development,Immersion Programs,Family Programs,Pregnancy,Early Parenthood

Children Now, in partnership with First 5 Santa Clara, has created a series of briefs spotlighting diverse investments that help boost positive outcomes for students, increase public school enrollment, reduce costly special education, and improve English Learner reclassification rates. Within this series, district leaders provide insight into how they initiated these investments and why they were the right approaches for their students and community. This brief provides examples of opportunities that districts can implement in support of strengthening local early childhood programs and systems in their communities. There is a tremendous opportunity for California to be one of the best educated, most diverse, multilingual populations in the world. Unfortunately, the state continues to lag behind other states, as well as many comparable nations, in educational outcomes in part due to decades of underfunding in education, and an acute failure to invest in early childhood. With the passage of the Local Control Funding Formula (LCFF), the state's more than 970 school districts have flexibility to decide which programs and investments best support their student population, with particular focus on supporting students who are low income, English learners, and in foster care. Innovative school district leaders have used their LCFF resources and leveraged partnerships to add and expand programs that support children and families in the early years. [Funded by First 5 Santa Clara County.]
Resilience and Risk at the Intersection of Immigration and Child Well-Being: Research Insights from the Young Scholars Program
Author: Rojas-Flores, Lisseth
Date: 2019-10-09
Type: Reports - Research
Subjects: Resilience (Psychology),At Risk Persons,Child Welfare,Hispanic Americans,Young Children,Low Income Groups,Child Development,Undocumented Immigrants,Immigration,Public Policy,Early Childhood Education,Context Effect,Child Health,Social Discrimination,Parent Child Relationship,Physical Health,Mental Health,Educational Attainment,Community Role,Neighborhoods,Family Role,School Role,Social Services

For more than a decade, the Foundation for Child Development, through the Young Scholars Program (YSP), funded studies about the early education, health, and well-being of children from low-income, immigrant families. Through YSP, the Foundation aimed to fill a gap in policy and practice-relevant research on young immigrant children. It invested in early-career researchers who investigated the education and health needs of this population. This document provides two timely reports authored by a YSP scholar, commissioned by the Foundation. They provide a systematic review of YSP research and situate findings related to the well-being of children of low-income, immigrants into today's socio-economic and sociopolitical climate. YSP research can help equip decision makers with knowledge about both protective and risk factors that influence the developmental outcomes for young children within immigrant families. It also highlights contextual conditions that may contribute to greater resilience among children of immigrants and present recommendations for action at the public policy, family, school, and neighborhood levels. Recommendations based on research are suggested to promote the overall well-being and academic achievement of children of immigrants with beneficial approaches to address the needs of all children and inform public policy. This collection of findings document a troublesome reality for young citizens of this country. Latino citizen children of immigrants are growing up in a unique historical context in U.S. history-a time marked by aggressive immigration policies and practices. These systematic policies and practices place their parents and families in precarious situations leading to a cascade of short- and long-term risks known to be detrimental to child development. Alarmingly, the data also indicate that immigration policies affect not just those children in mixed-status families when an unauthorized parent is detained or deported. Instead, immigration policies and practices, and an overall anti-immigrant climate, are systemic, and they affect, to varying degrees, all citizen children of immigrants-particularly Latino citizen children, the fastest growing child population in the United States.
Cost Analysis of the Minnesota Subsidized and Transitional Employment Demonstration. The Subsidized and Transitional Employment Demonstration. MDRC Working Paper. OPRE Report 2019-108
Author: Webster, Riley
Date: 2019-11-00
Type: Reports - Research
Subjects: Cost Effectiveness,Welfare Services,Employment Programs,Grants,Demonstration Programs,Program Effectiveness,State Programs,Family Programs,Federal Programs,Employment Services,Welfare Recipients,Adult Education,Vocational Education,Postsecondary Education

The Minnesota Subsidized and Transitional Employment Demonstration (MSTED) is testing the effectiveness of subsidized employment for individuals enrolled in the Minnesota Family Investment Program (MFIP), Minnesota's Temporary Assistance for Needy Families program, who were unable to find employment after participating in the state's existing welfare-to-work program. To learn about the program's effects and costs, the Administration for Children and Families in the U.S. Department of Health and Human Services funded a random assignment evaluation of MSTED, in which individuals were randomly assigned to a program group that had access to MSTED services or to a control group that did not have access to MSTED services but could receive other welfare-to-work services. The purpose of the cost study is to determine what it cost to provide MSTED services to a single program group member once MSTED had reached a steady state of operation. The analysis estimates the costs per sample member in three categories: (1) MSTED costs; (2) MFIP costs; and (3) education and training costs. In the first year after random assignment when program group members who had been placed in subsidized employment were still receiving subsidized wages, program group members were more likely than control group members to have been employed. However, by the end of the second year after random assignment when subsidies had ended, program and control group members were employed at similar levels. This study is part of a larger demonstration funded by the Administration for Children and Families in the U.S. Department of Health and Human Services, called the Subsidized and Transitional Employment Demonstration (STED), which is testing various subsidized employment strategies in several locations across the country.
Teachers&apos; Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--Marin County
Author: Schlieber, Marisa
Date: 2019-00-00
Type: Reports - Research
Subjects: Teaching Conditions,Teacher Attitudes,Elementary Secondary Education,Teacher Characteristics,Background,Teacher Salaries,Teacher Employment Benefits,Curriculum,Evaluation Methods,Instructional Materials,Student Needs,Family Needs,Teacher Responsibility,Student Evaluation,Faculty Development,Decision Making,Teamwork,Teacher Participation,Well Being,Economic Factors,Wellness,Quality of Life,Leadership Qualities,Supervisors,Principals,Leadership Role,Teacher Student Ratio

There is broad consensus that high-quality environments for young children depend on teachers who are skilled at nurturing their development and learning, yet low pay and inadequate working conditions routinely hamper teachers in their efforts to apply their skills and knowledge. This condition exists among teachers in early education as well as K-12 classrooms, fueling the ubiquitous challenge of recruiting and retaining a skilled teaching workforce across the age spectrum. This report presents the findings from the 2019 Marin County SEQUAL study and shares the perspectives of teaching staff in licensed child care centers throughout the county, including centers that participate in one or both of Marin County's quality improvement initiatives (Marin Quality Counts and the ECE Quality Improvement Project) as well as centers that do not participate in either initiative. Following a description of the study design, this report will explore major findings drawn from teaching staff responses. The report is divided into three sections: (1) Study Design shares a study overview, the goals guiding the study, a profile of the survey respondents, and a guide to the findings; (2) Findings outlines teaching staff responses to items in each of the five SEQUAL domains, including an analysis of how responses varied by site characteristics; and (3) Appendices presents additional information on the study design, which includes survey instruments and analysis, characteristics of program leaders, and additional tables and figures. Marin County has made significant investments in and taken critical steps toward improving the quality of early care and education services. Notwithstanding the investment of resources and supports, the working conditions of teaching staff as captured in this study suggest further efforts are needed to support teacher practice and well-being necessary for quality services. Recommendations are made to support funders and policymakers in advancing county efforts to enhance its quality improvement systems and address work environment conditions. [Funding for this report was provided by First 5 Marin, Marin Child Care Council, Marin Child Care Commission, Marin County Office of Education, and the Marin County Board of Supervisors.]
Timeline for Consolidated State Plan Submissions. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Statewide Planning,Program Implementation,State Departments of Education

On March 13, 2017, the United States Department of Education (USED) released a revised template for the Consolidated State Plan under section 8302 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). The purpose of the Consolidated State Plan is to provide stakeholders with quality, transparent information about how ESEA, as amended by ESSA, will be implemented in their state. This update provides an overview of key dates related to the state submission of consolidated plans aligned with the Every Student Succeeds Act (ESSA). Included are links to resources for understanding ESSA and its statutory requirements.
Implementation of Computerized Adaptive Assessments. CSAI Brief
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Computer Assisted Testing,Adaptive Testing,Item Banks,Barriers,Affordances,Efficiency,Information Security,Feedback (Response),Program Implementation

Computerized adaptive testing (CAT), which was first developed four decades ago, begins with a large pool of questions and then selects individual questions for test takers, depending on their responses as they progress. As the test taker answers questions correctly, the questions become more difficult. As the test taker answers incorrectly, the questions become less difficult. CAT requires the following components: a pool of questions to draw from, calibrated to a common measurement scale; a mechanism to select questions on the basis of students' responses; a process to score students' responses; a process to terminate the test; and reports that relate students' scores to their instructional needs. This update identifies the benefits and limitations of using computerized adaptive assessments, and considerations for states and districts interested in implementing computerized adaptive assessments.
The Aging of Tenure-Track Faculty in Higher Education: Implications for Succession and Diversity
Author: McChesney, Jasper
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: College Faculty,Aging (Individuals),Tenure,Teacher Characteristics,Age,Teacher Salaries,Women Faculty,Minority Group Teachers,Academic Rank (Professional)

America's workforce is aging, and popular press articles have warned of a &quot;silver tsunami&quot; of retirements, particularly among the baby boomer generation. Dramatic headlines aside, even gradual changes in workforce demographics will affect hiring, budgeting, training, and more. Higher education tenure-track faculty may be uniquely affected by these demographic trends. Faculty require long periods of training but often work beyond typical retirement ages; jobs are stable, and turnover is very low; the pipeline for new hires is fundamentally limited; and competition occurs nationally. As the workforce ages, this may create unique challenges for the management of a faculty workforce. This report examines the College and University Professional Association for Human Resources (CUPA-HR) data to consider how faculty are distributed by age, how age and rank interact in terms of salary, the representation of women and racial/ethnic minorities by age and rank, and variations of age across faculty disciplines.
The Challenges of an Aging Higher Ed Workforce
Author: Pritchard, Adam
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Aging (Individuals),Higher Education,College Faculty,Labor Force,Salary Wage Differentials,Women Faculty,Age Groups,Job Skills,Tenure,Labor Market,Older Workers,Retirement,Faculty Recruitment,Faculty Promotion

The population of the United States is getting older. According to the U.S. Bureau of Labor Statistics (BLS), older workers -- which the BLS defines as those who are 55 and older -- made up 22% of the U.S. workforce in 2016, nearly double the 12% recorded in 1995. This increase is largely &quot;fueled by the aging baby-boom generation, a large group of people born between 1946 and 1964&quot; (currently aged 55 to 73). As baby boomers approach retirement age and exit the workforce in the coming decade, they will be followed by Generation X -- a generation that's nearly 30% smaller. For HR professionals, these facts present challenges such as salary compression and a shrinking domestic talent pool for key positions in the future. This brief focuses on the implications of the aging staff workforce in higher education, specifically professionals and non-exempt staff. We analyze the age distribution of higher ed staff, identify the job areas with the largest aging workforce, examine pay equity for women and men with varying levels of experience, and highlight the higher ed staff positions where salary compression is the most common.
2020 California Children&apos;s Report Card: A Survey of Kids&apos; Well-Being and Roadmap for the Future
Author: Children Now
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Well Being,Health Insurance,Child Health,Accountability,Screening Tests,Behavior,Health Services,Trauma,Prevention,Intervention,Dental Health,Food,Hunger,Infants,Toddlers,Preschool Education,Child Care,Preschool Teachers,Early Intervention,Special Education,Bilingual Students,English Language Learners,Educational Finance,Financial Support,STEM Education,Teacher Education,Teacher Persistence,Educational Environment,Caring,Discipline,Attendance,After School Programs,Summer Programs,Higher Education,Home Visits,Leaves of Absence,Low Income Groups,Social Services,Family Environment,Family Relationship,Child Welfare,Access to Health Care,Foster Care,Sex Education,Sexuality,Interpersonal Relationship,Adolescents,Youth,Homeless People,Juvenile Justice,Citizen Participation

California has long been on the cutting edge of social and political change. This trendsetting continues today on issues from addressing climate change to supporting immigrant communities to ensuring equal rights for all. But, when reviewing the grades of this year's California Children's Report Card, it is difficult not to ask the question: why is California failing to be a leader when it comes to kids? The &quot;California Children's Report Card&quot; grades the state on its ability to support better outcomes for kids, from prenatal to age 26. Each grade is based on the state's progress (or lack thereof) on passing and implementing state-level policies and making investments in the supports and services needed for all kids to reach their full potential. The Pro-Kid Agenda provides recommendations to the state's leaders on how to improve outcomes for kids in each section. Today's kids face too many barriers to accessing the quality supports and services they need to reach their full potential. California must take swift action to break down these barriers, first and foremost for children of color, and then by addressing the intersectional impacts of poverty, immigration status, gender, sexual orientation, and foster care system involvement. The report card is organized into the following sections: (1) Health; (2) Education; (3) Family Supports; (4) Child Welfare; and (5) Adolescents &amp; Transition Age Youth.
The Power of Leadership, Partnership, &amp; Planning
Author: Children Now
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Leadership Responsibility,Cooperative Planning,Partnerships in Education,Agency Cooperation,School Community Relationship,Access to Education,Barriers,School Readiness,At Risk Students,Community Resources,Resource Allocation,Educational Finance,Family Programs,Family Needs,Child Health,Child Development,Well Being,Family Involvement,Early Childhood Education,Primary Education

California's schools are facing increasing complexity when it comes to educating their student populations: the next generation of children is more diverse, more likely to live in low-income families, and are majority dual language learners. Research shows that providing supportive, enriching environments for children to connect with caring adults in the first years of life helps ensure the fundamental architecture of the brain is formed in healthy ways that impact a child throughout their life. Additionally, emerging research is showing that parents also experience significant brain growth from the act of caregiving; ensuring positive relationships between the child and parent enables them to better support their child, even under difficult circumstances, helping them both to build resilience to better navigate future challenges. The Local Control Funding Formula (LCFF) allows school districts the flexibility to use resources to augment early childhood investments in service of improving outcomes for LCFF priority populations. Innovative leaders have further leveraged their investments by forming partnerships with local county agencies and community organizations that already offer services that benefit the school district's community of young children and families. These partnerships help bridge the gap between California families who have access to high-quality resources and opportunities for their children from the very start,and those who don't. Bridging this gap is essential to eliminating the well-documented structural barriers that, without intervention, mean children in LCFF priority populations are behind--before they enter school. This brief spotlights school districts that have developed such partnerships and leveraged resources in their neighborhoods to better support young children and their families so they have every opportunity to thrive. [Partnership and funding from FIRST 5 Santa Clara.]
Afterschool Programming as a Lever to Enhance and Provide Career Readiness Opportunities
Author: Cohen, Marjorie D.
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: After School Programs,Career Readiness,Employment Potential,21st Century Skills,Developmental Stages,Career Awareness,Career Exploration,Elementary School Students,Middle School Students,Disadvantaged Youth,Vocational Education,Work Experience Programs,STEM Education,Incentives,Partnerships in Education,State Aid,High School Students

Preparing today's students for careers that are emerging or not yet developed is a significant challenge for educators within the U.S. education system. In reaction to this challenge, there is a growing shift that focuses on ensuring that students have transcending and transferable skills, including academic, technical, and employability skills. Some youth leverage the opportunity to connect and expand career readiness strategies during out-of-school time. Afterschool programs take place during afterschool hours, before school, or during school holidays and the summer. These programs have, in some ways, increased flexibility that can be maximized to provide opportunities for students to engage in career readiness in authentic and engaging settings. In this brief, the authors discuss how to leverage afterschool time for preparing students for a career by employing a work-based learning developmental continuum for K-12 education and providing examples of afterschool programs at each developmental stage. The authors identified examples through a variety of Internet searches informed by staff expertise. The authors conclude by offering recommendations for state leaders interested in using afterschool programming for career readiness. The recommendations provided in this brief can help state leaders leverage the effectiveness of afterschool programs for career readiness. Enhancing the capability of afterschool programs to impart career readiness skills will have a positive impact all around, especially among students from low-income households and minority students who have the fewest resources to prepare for college and careers.