ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Outcomes of Undergraduate Student Parents Served by the University of Minnesota&apos;s Student Parent Help Center. A Retrospective Study (2000-2018)
Author: Pendleton, Virginia
Date: 2020-05-00
Type: Reports - Research
Subjects: Outcomes of Education,Undergraduate Students,Parents,Student Personnel Services,Graduation Rate,Time to Degree,School Holding Power,Grade Point Average,Academic Persistence,Referral,Social Support Groups

This analysis looked at the impact of Student Parent Help Center services on undergraduate student parents' academic outcomes. Results from this analysis suggest that undergraduate student parents who interact with the Student Parent Help Center staff and access its referrals and programs are significantly more likely to graduate, remain enrolled each semester, and have a higher cumulative GPA than student parents who completed a SPHC intake but never used these services. [Raise the Barr Foundation provided funding.]
2017-18 Positive Behavior Interventions and Supports School Status Report: Cohorts 1-13
Author: Bosch, Walker
Date: 2018-10-00
Type: Numerical/Quantitative Data
Subjects: Positive Behavior Supports,Intervention,Program Evaluation,Program Implementation,Elementary Secondary Education,Faculty Development,Teacher Attitudes,Fidelity,Self Evaluation (Groups),Student Behavior

This Positive Behavior Interventions and Supports (PBIS) school status report provides a summary of the current status of all schools implementing PBIS in Minnesota, including participation in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes. In particular, this report highlights the patterns and trends in PBIS implementation and outcomes in Minnesota, and helps to understand the relationships between training, implementation fidelity, and outcomes. This report is intended for all stakeholders to better understand the status of PBIS in Minnesota.
Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana. REL 2021-079
Author: Wan, Yinmei
Date: 2021-05-00
Type: Reports - Research
Subjects: Beginning Teachers,Preservice Teachers,Teacher Interns,Pilot Projects,State Programs,Program Effectiveness,Preservice Teacher Education,Inservice Teacher Education,Teacher Certification,Teacher Employment,Teacher Persistence,Teacher Shortage,Public School Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Special Education Teachers,Charter Schools

Louisiana's Believe and Prepare pilot program, supported by grants from the Louisiana Department of Education, aimed to prepare teacher candidates or in-service teachers through a residency with a mentor and a competency-based curriculum. To improve teacher preparation and teacher residencies, state and teacher education leaders in Louisiana sought to better understand the early career outcomes for participants in the pilot program. This study analyzed data for the three cohorts that participated in the program between 2014/15 and 2016/17. A majority (76 percent) of pilot participants were enrolled in a university-based teacher preparation program. The study examined certification, employment, and retention outcomes for a subset of pilot participants who were teacher candidates or early career teachers (together referred to as early career Believe and Prepare pilot participants). About 30 percent of early career Believe and Prepare pilot participants who attained a Level 1 professional certificate in 2015/16-2017/18 were certified in a high-need subject, as defined by the Louisiana Department of Education (middle grades math and science, secondary math and science, or special education), and 28 percent of participants who entered teaching in 2015/16-2018/19 taught in a high-need subject in their first year of teaching. Early career pilot program participants who completed a residency in a primary school were more likely than those who completed a residency in a nonprimary school to attain a Level 1 professional certificate. Participants who completed a residency in a charter school were less likely than those who completed a residency in a noncharter school to attain a Level 1 professional certificate. (Louisiana does not require Level 1 certifications for charter schools.) Of early career Believe and Prepare teachers who entered teaching in 2015/16-2017/18, 89 percent were retained in the state for a second year, 76 percent were retained in the same district, and 71 percent were retained in the same school. Among these teachers the within-state retention rate was lowest for teachers in high-need subjects, and the within-school retention rate was lowest for secondary and middle grades math and science teachers. [For the Study Snapshot, see ED612483. For the appendixes, see ED612484.]
Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana. Study Snapshot. REL 2021-079
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Beginning Teachers,Preservice Teachers,Teacher Interns,Pilot Projects,State Programs,Program Effectiveness,Preservice Teacher Education,Inservice Teacher Education,Teacher Certification,Teacher Employment,Teacher Persistence,Teacher Shortage,Public School Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Special Education Teachers,Charter Schools

This Study Snapshot highlights key findings from a larger study on Louisiana's Believe and Prepare pilot program. The program aimed to provide teacher candidates or in-service teachers a competency-based curriculum and a residency with a mentor. State and teacher education leaders in Louisiana sought to better understand the early career outcomes for participants in the pilot program. This study analyzed data for the three cohorts that participated in the program between 2014/15 and 2016/17. The findings describe the distribution of participants across teacher preparation programs and across the districts and schools in which they served their residency. [For the full report, see ED612482. For the appendixes, see ED612484.]
Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana. Appendixes. REL 2021-079
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-05-00
Type: Reports - Research
Subjects: Beginning Teachers,Preservice Teachers,Teacher Interns,Pilot Projects,State Programs,Program Effectiveness,Preservice Teacher Education,Inservice Teacher Education,Teacher Certification,Teacher Employment,Teacher Persistence,Teacher Shortage,Public School Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Special Education Teachers,Charter Schools

The &quot;Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana&quot; study examined early career outcomes for participants in the Louisiana Believe and Prepare pilot program that launched in 2014. The pilot program provided grants to school districts (known as &quot;school systems&quot; in Louisiana), in partnership with teacher preparation providers, to develop and implement teacher residency programs. Through the Believe and Prepare program, teacher preparation providers and their partner districts redesigned teacher preparation coursework to emphasize essential teaching knowledge and skills and school-based, practice-oriented experience. This document presents the following four appendixes that accompany the study: (1) The Louisiana Believe and Prepare pilot program; (2) Data and methods; (3) Supporting analysis; and (4) Other analysis. [For the full report, see ED612482. For the Study Snapshot, see ED612483.]
Closer to Home: More Equitable Pre-K Access and Enrollment in Chicago. Research Report
Author: Ehrlich, Stacy B.
Date: 2020-10-00
Type: Reports - Research
Subjects: Preschool Education,Access to Education,Equal Education,Board of Education Policy,School Districts,Proximity,Preschool Children,Program Effectiveness,Low Income Students,African American Students,Neighborhoods,Racial Composition,Enrollment Trends,Correlation,School Schedules,Geographic Location,Minority Group Students,White Students,Racial Differences,Racial Bias,English Language Learners,Hispanic American Students,Socioeconomic Status,Students with Disabilities,Enrollment Rate

As pre-kindergarten (pre-k) expands across the country, school districts are making choices about where to place pre-k classrooms and developing policies for how families can apply and which children are enrolled. In doing so, districts are pulling policy levers that influence students' access to pre-k. Research shows that some families have less access to pre-k than others, which contributes to inequitable enrollment within districts. This descriptive study explores whether and how Chicago's school-based pre-k system was more equitable after the district implemented a set of policies focused on changing access to and enrollment in school-based pre-k. Specifically, we compare patterns of enrollment and geographic access (i.e., distance from home to a school with pre-k and number of pre-k classrooms nearby), and use multilevel logistic regression analyses to examine how access was related to enrollment for different student groups before and after the policy changes. Results show that both access to, and enrollment in, full-day pre-k expanded substantially among Black students, lowest-income students, and students living in mostly-Black neighborhoods, even as overall school-based pre-k enrollment remained relatively constant. There was a modest association between access to and enrollment in full-day pre-k (but not any pre-k), and this relationship became stronger following the policy changes, especially for high-priority student groups. Findings demonstrate that the geographic distribution of school-based pre-k (particularly full-day) may be an important policy lever for addressing inequities in student access and enrollment in Chicago, and have implications for other school districts implementing similar efforts nationwide. [For the research snapshot, see ED612486.]
Closer to Home: More Equitable Pre-K Access and Enrollment in Chicago. Early Childhood. Research Snapshot
Author: Ehrlich, S.B.
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Preschool Education,Access to Education,Equal Education,Board of Education Policy,School Districts,Proximity,Preschool Children,Program Effectiveness,Low Income Students,African American Students,Neighborhoods,Racial Composition,Enrollment Trends,Correlation,School Schedules,Geographic Location,Minority Group Students,White Students,Racial Differences,Racial Bias,English Language Learners,Hispanic American Students,Socioeconomic Status,Enrollment Rate

As pre-kindergarten (pre-k) expands across the country, school districts are making choices about where to place pre-k classrooms and developing policies for how families can apply and who is enrolled. In doing so, districts are pulling policy levers that influence students' access to pre-k. Research shows that some families have less access to pre-k than others, which contributes to inequitable enrollment within districts. This study explores whether and how Chicago's school-based pre-k system was more equitable after the district implemented a set of policies focused on changing access to and &quot;enrollment&quot; in school-based pre-k. The outcomes from Chicago's efforts offer key insights for other school districts implementing similar efforts nationwide. [For the research report, see ED612485.]
Missing Input: How Imbalanced Distributions of Textbook Problems Affect Mathematics Learning
Author: Siegler, Robert S.
Date: 2021-00-00
Type: Reports - Research
Subjects: Textbooks,Mathematical Applications,Textbook Content,Arithmetic,Fractions,Mathematical Concepts,Numbers,Mathematics Education,Elementary School Mathematics,Middle School Mathematics

Understanding how environments influence learning requires attending not only to what is present but also to what is absent. In the context of mathematics learning, this means attending not only to problems that children encounter frequently in textbooks but also to ones that appear rarely. We present research in this article showing that students perform surprisingly poorly on seemingly simple fraction and decimal arithmetic problems that are seldom seen in textbooks. Next, we describe imbalanced distributions in textbooks of mixed notation arithmetic and comparison problems, and we hypothesize similar relations between the frequency of those types of problems and student accuracy on those tasks. Finally, we review findings about relations between textbook input and student performance in whole number arithmetic and mathematical equality, and we propose a hypothesis regarding when imbalanced distributions of problems are most detrimental. We conclude that presenting more balanced distributions of problems and helping children understand mathematical principles that differentiate legitimate from flawed solution strategies offer promising ways of improving mathematics education. [This is the in-press version of an article in &quot;Child Development Perspectives.&quot;]
International Approaches to Careers Interventions. Literature Review
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-03-00
Type: Information Analyses
Subjects: Career Guidance,Career Development,Occupational Information,Foreign Countries,Global Approach,Career Education,Career Choice,Comparative Education,Higher Education,Job Skills,Skill Development,Educational Finance,Elementary Secondary Education,Intervention,Best Practices

International policy and practice reviews support policy development by learning what works, in what contexts, and why. They also provide the opportunity to consider how that learning might be effectively translated to the English context. Three years after the publication of the 2017 Careers Strategy (ED612489) (Department for Education, 2017), Pye Tait Consulting and Carol Stanfield Consulting were commissioned to review literature relating to the following two questions: (1) What are the features of Careers Information, Advice and Guidance (CIAG) systems in other countries?; and (2) What recent causal or outcome evidence is there regarding the impact of CIAG? This report draws upon the findings of 5 major international literature reviews, published since 2016, which covered areas such as careers education, careers in the curriculum, career guidance and employer engagement. Chapter 1 presents an introduction. Chapter 2 summarises these reviews and presents common recommendations. Chapter 3 presents commonalities and difference across internationals CIAG systems. Chapter 4 presents recent evidence of effective career interventions. [This literature review was written by Pye Tait Consulting and Carol Stanfield Consulting.]
Careers Strategy: Making the Most of Everyone&apos;s Skills and Talents
Author: Department for Education (DfE) (United Kingdom)
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Career Guidance,Career Development,Employment Opportunities,Job Skills,Work Experience,Secondary Education,Higher Education,Adult Education,STEM Education,Standards,Benchmarking,Skilled Occupations,Career Choice,Technology Uses in Education,Data Use

This careers strategy is part of the plan to make Britain fairer, improve social mobility and offer opportunity to everyone. The ambitious, modern Industrial Strategy sets out a long-term plan to boost national productivity and the earning power of people throughout the country. Britain wants every person, no matter what their background is, to be able to build a rewarding career. This document explains how to bring together all the different elements of the careers system to deliver significant improvements for people of all ages.
Accelerating Students from High School to College and Careers: A Playbook for State Policymakers
Author: Matthews, Lowell, Jr.
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),High School Students,College Preparation,College Entrance Examinations,Dual Enrollment,College Credits,Advanced Placement Programs,Equal Education,Access to Education,Educational Finance,Costs,Eligibility,Academic Advising,Educational Quality,Teacher Education

Employers in today's global economy value a range of postsecondary credentials--industry-valued credentials, postsecondary certificates, associate degrees, bachelor's degrees and advanced degrees-- because they can each signify whether an applicant has the skills employers need. While debates in the past have dwelled on college vs. career, today's students will need a postsecondary credential in addition to in-demand workplace skills to even begin, much less advance in, mid- or high-wage level careers. Yet there's a catch. Postsecondary education is expensive. While politicians and policymakers debate ways to make postsecondary learning more affordable and address crushing student debt, there's something states can do right now to help students prepare for success: jump-start postsecondary learning with college acceleration opportunities while students are still in high school. College acceleration opportunities like Advanced Placement (AP), Cambridge Advanced International Certificate of Education (AICE), College-Level Examination Program (CLEP), dual enrollment, early college high schools and International Baccalaureate (IB) can help high school students prepare for college-level work while they earn valuable college credit or work toward a postsecondary credential. Best of all, participating students are more likely to graduate high school, go on to college and complete college degrees on time. College acceleration opportunities can set students up for success. But before this can happen, states need to thoughtfully advance college acceleration opportunities that prioritize quality, value, equity and access for all students. This playbook outlines the challenges facing states and identifies the nine non-negotiables they need to embrace to guarantee high-quality college acceleration opportunities for their students. [For the executive summary, see ED612491.]
Accelerating Students from High School to College and Careers: A Playbook for State Policymakers. Executive Summary
Author: Foundation for Excellence in Education
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: High School Students,Acceleration (Education),Educational Quality,Equal Education,Access to Education,Teacher Education,Academic Advising

This is the executive summary for the report, &quot;Accelerating Students from High School to College and Careers: A Playbook for State Policymakers.&quot; College acceleration opportunities can set students up for success. But before this can happen, states need to thoughtfully advance college acceleration opportunities that prioritize quality, value, equity and access for all students. This report presents the benefits of these opportunities, examines the challenges facing states and identifies the nine non-negotiables they need to embrace to guarantee high-quality college acceleration opportunities for their students. [For the full report, see ED612490.]
How Prison Libraries Support Rehabilitation Efforts. UIL Policy Brief 11
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Correctional Institutions,Correctional Rehabilitation,Special Libraries,Library Role,Institutionalized Persons,Access to Information,Access to Education,Literacy,Inclusion,Library Services,Space Utilization,Guidelines,Lifelong Learning

Providing free access to relevant resources is crucial for prisoners' personal development, well-being and, ultimately, rehabilitation. By offering a variety of reading and learning materials, from easy to expert levels and in various languages, prison libraries provide lifelong learning opportunities, thereby improving inmates' chances of successful reintegration on release. Reductions in recidivism have substantial societal and cost-saving benefits. The policy brief &quot;How prison libraries support rehabilitation efforts&quot; highlights that prison libraries should not operate in isolation, but work closely with the local (public) library system. They need to be managed by qualified prison library staff with access to sufficient budget and resources. Implementing and funding a well-functioning prison library service is a cost-effective way of sharing valuable resources by creating a constructive and transformative meeting and learning space with far-reaching and lasting effects. Taking security issues into account, inmates should be able to enjoy the same-quality library services and materials available to citizens living in freedom. This policy brief is based on the findings of the UIL publication &quot;Books beyond bars: The transformative potential of prison libraries.&quot; It has been further refined through consultation with the global &quot;IFLA Working Group on Prison Libraries.&quot;
Going Virtual: Considerations for Adjusting Data-Based Individualization Implementation in Response to COVID-19
Author: Marx, Teri
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Individualized Instruction,Data Use,Electronic Learning,Intervention,Progress Monitoring,Small Group Instruction,Program Implementation,Data Collection

During spring 2020, educators quickly adapted to providing interventions and collecting data virtually despite the challenges of the COVID-19 pandemic. Parents were critical partners in supporting opportunities for students with intensive needs to data-based individualization (DBI) Process practice and receive feedback and sharing what was working and when changes were needed. During fall 2020, educators provided virtual, in-person, and hybrid intervention with an ongoing need to engage with and support parents and families. As noted by Jones, Vaughn, and Fuchs (2020), evidence-based teaching strategies used in traditional face-to-face instruction are applicable in virtual settings as well. This includes scheduling frequent sessions (3-5 times per week), collecting data, and delivering small group or individualized instruction. Although the context and environment may have changed, the focus on providing high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the DBI process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings. The following steps are presented in this report: (1) Validated Intervention Program: The Foundation; (2) Progress Monitoring: Did the Intervention Work?; (3) Diagnostic Data: Why Didn't the Intervention Work?; (4) Intervention Adaptation: What Change is Needed?; and (5) Ongoing Progress Monitoring: Did the Change Work?