ethanporcaro/eric-fulltext-meta huggingface dataset:
Bilingual Education and America&apos;s Future: Evidence and Pathways. A Civil Rights Agenda for the Next Quarter Century
Author: Porter, Lorna
Date: 2023-06-00
Type: Reports - Research
Subjects: Bilingual Education,English Language Learners,Bilingualism,English (Second Language),Second Language Learning,Educational Policy,Language Proficiency,Immigrants,Academic Achievement,Social Emotional Learning,Family Involvement,College Readiness,Elementary Secondary Education,Well Being,Social Capital,Economic Factors,Public Policy,State Policy,Board of Education Policy,School Policy,Policy Formation,Educational Resources,Equal Education,Accountability

The call for more expansive access to bilingual education is grounded in a comprehensive synthesis of evidence on the benefits of bilingual education, bilingualism, and biliteracy for students and the larger social fabric. Many studies find that access to bilingual education programs has a medium to large positive impact on students' academic achievement, while also supporting a higher likelihood of being reclassified out of English learners (EL) status to fluent English proficient. Importantly, the benefits of bilingual education and bilingualism go beyond academic and English language outcomes, with benefits for students' home language development, cognitive functioning, social-emotional and sociocultural outcomes, and students' future employment and earnings. This paper looks at the next 25 years of education and policy making regarding students classified as EL. Given the strong research evidence on the benefits of bilingual education and need to address barriers to opportunity experienced by English learners, this paper strengthens the case for federal, state and local education policy and action that looks toward the implementation of bilingual education as the standard service--rather than exception--for EL-classified students. [For the executive summary, see ED628814.]
Bilingual Education and America&apos;s Future: Evidence and Pathways. Executive Summary
Author: Porter, Lorna
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Bilingual Education,English Language Learners,Bilingualism,English (Second Language),Second Language Learning,Educational Policy,Language Proficiency,Immigrants,Academic Achievement,Social Emotional Learning,Family Involvement,Elementary Secondary Education,Social Capital,Public Policy,State Policy,Board of Education Policy,School Policy,Policy Formation,Educational Resources,Equal Education,Accountability

The call for more expansive access to bilingual education is grounded in a comprehensive synthesis of evidence on the benefits of bilingual education, bilingualism, and biliteracy for students and the larger social fabric. Many studies find that access to bilingual education programs has a medium to large positive impact on students' academic achievement, while also supporting a higher likelihood of being reclassified out of English learners (EL) status to fluent English proficient. Importantly, the benefits of bilingual education and bilingualism go beyond academic and English language outcomes, with benefits for students' home language development, cognitive functioning, social-emotional and sociocultural outcomes, and students' future employment and earnings. This is the executive summary for the report, &quot;Bilingual Education and America's Future: Evidence and Pathways. A Civil Rights Agenda for the Next Quarter Century.&quot; [For the full report, see ED628813.]
Relative Importance Index (RII) in Ranking the Factors of Employer Satisfaction towards Industrial Training Students
Author: Tholibon, Duratul Ain
Date: 2021-12-00
Type: Journal Articles
Subjects: Employer Attitudes,Satisfaction,Job Training,Industrial Training,Civil Engineering,College Students,Mastery Learning,Knowledge Level,Time Management,Working Hours,Job Skills,Collegiality,Foreign Countries

This study aims to examine the level of employer satisfaction towards industrial training students of the UiTM Pahang Civil Engineering Diploma Program and identify employer satisfaction factors for industrial training students from aspects of knowledge, personality, generic skills, and soft skills. This study is focused on semester four students undergoing industrial training. This study was conducted on 158 respondents from various organizations. Using the important relative index (RII), the level of important factors was ranked through the value of the index. Findings show the highest employer satisfaction is towards the student mastering their knowledge, adhering to the working hours, improving their skills and knowledge, and communicating well with co-workers. Besides, it also shows a good correlation between knowledge and personality among industrial training students. This study found that industrial training students of the Civil Engineering Diploma Program had a good level of control over all four domains. Overall findings showed that employers are satisfied with the industrial training students of the UiTM Pahang Civil Engineering Diploma Program. This study is important to measure the effectiveness of the industrial training syllabus in terms of achieving the program outcomes addressed in the syllabus.
Constraints Hindering ICT Integration in Ethiopian Public Secondary Schools: A Literature Review
Author: Hunduma, Chala Mosisa
Date: 2023-00-00
Type: Journal Articles
Subjects: Barriers,Technology Integration,Educational Technology,Public Schools,Secondary Schools,Foreign Countries,Educational Policy,Knowledge Level,Technological Literacy,Access to Computers,Costs,Program Effectiveness,Technical Assistance,Teacher Attitudes,Student Behavior,Administrator Attitudes

The main objective of this study is to identify the constraint hindering ICT integration in Ethiopian public secondary schools. The study's results demonstrate that the Integration of ICT is still in its infant stages due to a lack of infrastructure, insufficient funds, lack of technical and administrative support, lack of time, teachers' knowledge, abilities, and use of technology are lacking. Those challenges are distinguished as teachers-related challenges, students-related challenges, resource-related challenges and administrative-related challenges. The implication is that using ICT integration to improve learning and teaching is not happening in accordance with the national ICT policy strategy, thus reaping the greatest benefit from ICT integration all concerned bodies, and actors at all levels should pay special attention to ICT integration practices in the study area from the higher-level ministry of education to the lower-level woreda education office and schools. Finally, it is suggested that in the future a countrywide study involving all other variables and private secondary schools not considered in this study should be conducted.
An Evaluation of Uncommon Schools: Understanding Impacts and Practices in Two Regions
Author: McCullough, Moira
Date: 2022-11-30
Type: Reports - Research
Subjects: Charter Schools,Outcomes of Education,Middle Schools,Academic Achievement,Mathematics,Language Arts,English,COVID-19,Pandemics,Race,Social Justice

Uncommon Schools is a nonprofit charter management organization that starts and manages public charter schools, primarily in traditionally underserved communities. As part of a 2016 grant awarded to Uncommon from the U.S. Department of Education's Charter Schools Program to support replication and expansion of its school model, we conducted a rigorous external evaluation of the network's effects on student outcomes and the key practices implemented in schools that are part of it. The study aimed to address gaps in the existing evidence base for Uncommon's impacts, focusing on the network's two largest regions. We used a rigorous propensity score matching approach to examine the impacts of Uncommon middle schools in Newark and a lottery-based experimental approach to examine the impacts of Uncommon middle schools in NYC. We found that Uncommon produced substantial positive effects on student achievement in math and English language arts in Newark and no discernable effects on student achievement in NYC.
A Descriptive Portrait of the Paraeducator Workforce in Washington State. Working Paper No. 283-0423
Author: Theobald, Roddy
Date: 2023-04-00
Type: Reports - Research
Subjects: Paraprofessional School Personnel,Individual Characteristics,Ethnic Diversity,Salaries,Teacher Student Ratio,Minority Group Students,Persistence,Faculty Mobility,Racial Composition,Diversity (Faculty),Labor Turnover,Experience,Public Schools,Geographic Location

We use over 25 years of longitudinal data from Washington state to provide a descriptive portrait of the paraeducator workforce in the state. Paraeducators are more racially and ethnically diverse than special education teachers, particularly in the last decade, and tend to be less experienced. They also have full-time salaries that are about half of the average special education teacher salary. Paraeducator-to-student ratios have decreased over time in the state, but they are higher in schools serving more students of color. Finally, and perhaps most importantly, paraeducator attrition rates from the state's public school workforce have increased dramatically over time; for example, the paraeducator attrition rate after the 2021-22 school year (23%) was over twice as high as the attrition rate after the 2008-09 school year (8%). These findings have implications for how policymakers and school leaders should approach decision-making related to the paraeducator workforce, as well as how researchers might approach further research with this group of educators.
Palestinian Refugee Girls&apos; English Language Education at Al-Hussain Prep School in Camp Jabal-al-Hussain, Amman, Jordan
Author: Asali, Laliya
Date: 2022-11-14
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Foreign Countries,Refugees,English (Second Language),Second Language Learning,Females,Emergency Shelters,Barriers,Informal Education,Learning Motivation,Family Influence,Community Role,Adolescents,Secondary School Students,Gender Bias,Cultural Influences,Second Language Instruction

The purpose of this qualitative research study was to accurately identify what motivates the English language learning of Palestinian refugee girls at Al-Hussain Prep School in Camp Jabal Al-Hussain, Amman, Jordan. This study also explores the formal and informal avenues by which the girls learn English, as well as the potential obstacles that hinder English language education in the camp. As illustrated in the literature review, several studies have been conducted about refugee English language education worldwide, however, this is the first study that is focused on Palestinian refugee girls' English learning in that part of the world.
Phonics Lesson Library™ &amp; Phonics Chip Kit™ Fall 2021-Fall 2022 Efficacy Study Following Grade 1
Author: Schechter, Rachel L.
Date: 2022-12-09
Type: Reports - Research
Subjects: Grade 1,Elementary School Students,Phonics,Intervention,Reading Instruction,Reading Skills,Program Effectiveness,Student Characteristics,Reading Achievement,Small Group Instruction,Emergent Literacy,At Risk Students,Grade 2,Instructional Materials

LXD Research analyzed data from 462 students in first grade who were Below or Well Below Benchmark at the beginning of the year and participated in using the Phonics Lesson Library and the Phonics Chip Kit as an intervention in CA for the 2021-2022 school year. The product is a Tier 2 or Tier 3 phonics intervention using lessons and manipulatives that support skill development along the Phonics Continuum. The demographic breakdown of this sample included 82% Hispanic students, 33% ELL students, 4% SPED students, and 5% Foster or Homeless students. Students using the Phonics Lesson Library and Phonics Chip Kit during targeted, small group, 30-minute daily explicit and systematic phonics instruction showed higher gains on the CORE Phonics Survey and Acadience Reading than the comparison group. The significance of the findings and the rigorous study design support the Phonics Lesson Library and Phonics Chip Kit as programs that meet the criteria for ESSA Level 2.
Faculty Perspectives and Values toward Mathematics and Science Content Information Used in Teacher Preparation Admissions Processes. Working Paper No. 285-0623
Author: Slavit, David
Date: 2023-06-00
Type: Reports - Research
Subjects: College Applicants,Teacher Education Programs,Mathematics Teachers,Science Teachers,Admission Criteria,Achievement Tests,Scores,Pedagogical Content Knowledge,College Students,Student Attitudes,Grade Point Average,Content Analysis,Essays,Letters (Correspondence),Interviews

This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants' specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants' content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs' collection and use of information related to mathematics and science and discuss implications for TPP admissions processes.
The Education and Work Experiences of PROMISE Youth
Author: Farid, Monica
Date: 2022-12-06
Type: Reports - Research
Subjects: Work Experience,Students with Disabilities,Barriers,Outcomes of Education,Self Efficacy,Low Income Students,Social Services,Housing,Employment Opportunities,Employment Potential,Job Skills,Job Applicants,Vocational Education,State Aid,Federal Aid,Transitional Programs

Youth with disabilities face significant barriers to achieving education and employment outcomes. While substantial research has examined the educational and employment outcomes of youth with disabilities, there has been less research on the context within which these outcomes occur. This study builds on a five-year evaluation of the impact of the Promoting Readiness of Minors in Supplemental Security Income (PROMISE), a federal initiative that aimed to improve the long-term self-sufficiency of youth ages 14-16 receiving Supplemental Security Income, which is a means-tested benefit intended for people with very low incomes. We provide a more detailed picture of PROMISE youth's employment, education, training, and living arrangements and benchmark youth outcomes against those of similarly aged youth with and without disabilities.
Consumer-Oriented School Rating Systems and Their Implications for Educational Equity
Author: Powers, Jeanne M.
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Institutional Evaluation,Equal Education,Race,Ethnicity,Socioeconomic Status,Institutional Characteristics,Family and Consumer Sciences,School Choice,Decision Making,Information Sources,Correlation,School Effectiveness,State Policy,Accountability,Reputation,Academic Achievement,Elementary Secondary Education,Trend Analysis,Diversity,Evaluation Methods,Rating Scales,Charter Schools,Private Schools,Public Schools,Virtual Schools,Educational Quality,Student Characteristics

School ratings are a ubiquitous feature of the U.S. educational system. Alongside state-mandated measures of school performance, non-state organizations such as GreatSchools.org and Niche have created consumer-oriented systems of school ratings that draw on publicly available information about schools. Claiming the purpose of their rating systems is to help families navigate increasingly complex school choice options, these organizations present their ratings as authoritative sources of information. In the growing evidence base about consumer-oriented systems, there is consistent research showing that the measures that comprise school ratings are associated with schools' demographic characteristics, such as students' race/ethnicity and socioeconomic status. This brief examines these consumer-oriented rating systems and their implications for educational equity, and provides recommendations to minimize potential harms.
Innovation after the Pandemic: Opportunities to Evolve Authorizing and School System Oversight
Author: National Association of Charter School Authorizers (NACSA)
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Change,Governance,COVID-19,Pandemics,Educational Innovation,Educational Policy,Family Involvement,Community Involvement,Educational Quality,Evidence Based Practice

As students and communities emerge from the ravages of a global pandemic, authorizing faces a key challenge: embracing its fundamental role of providing high-quality educational opportunities, while evolving to meet new demands and expectations, especially those created by the pandemic. How it navigates this tension will impact millions of students and families. This brief report discusses: (1) the authorization of the most consequential school governance reform of the past two decades; (2) the driving force of family and community demands and aspirations; (3) creating a way out by fostering high-quality innovation; (4) taking a fresh look at authorizing policy and practice opportunities; and (5) handling high-quality innovation in the future.
Section 504 Plans: Examining Inequitable Access and Misuse
Author: Lewis, Maria M.
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Students with Disabilities,Equal Education,Educational Policy,Policy Formation,Social Bias,Racism,Attitudes toward Disabilities,Federal Government,Public Policy,State Policy,Local Government,Government Role,Educational Legislation,Student Needs,Eligibility,Power Structure,Testing Accommodations,Elementary Secondary Education,Accessibility (for Disabled)

When either privileged or under-resourced families navigate gray areas in the law, including federal laws related to students with disabilities such as Section 504 of the Rehabilitation Act, inequities are revealed. Research and emerging trends have raised increasing concerns about unfairness and abuses of disability policies, particularly with regard to intersectional disadvantages and advantages that may emerge in the implementation of Section 504, depending on a student's social identities. In this policy brief, the authors present research that should inform policymaking around Section 504. They also consider the trends documenting ongoing and even increasing inequities in how the law is being used. Because many of these inequities are systemic, they provide recommendations that include policy actions at the federal, state, and local levels.
Virtual Schools in the U.S. 2023
Author: Molnar, Alex, Ed.
Date: 2023-05-00
Type: Collected Works - General
Subjects: Elementary Secondary Education,Virtual Schools,Educational Technology,Distance Education,Educational Finance,Financial Support,Enrollment Trends,Student Characteristics,Academic Achievement,COVID-19,Pandemics,Program Effectiveness,Educational Policy,Governance,Educational Quality,Teacher Competencies,Institutional Characteristics,Graduation Rate

Over the past two and a half decades, digital technologies and virtual education have moved quickly to the top of the K-12 public education reform agenda. Proponents, including business leaders, school reform organizations, foundations, and for-profit and nonprofit service providers, argue that virtual technology will revolutionize teaching and learning, dramatically reduce the cost, and expand the availability of high-quality education. If this sounds too good to be true, it could be because it's not true. &quot;Virtual Schools in the U.S. 2023&quot; is NEPC's ninth comprehensive report on the performance of U.S. virtual schools. It provides scholarly analyses of the characteristics and performance of full-time, publicly funded K-12 virtual schools; reviews the relevant available research related to virtual school practices; provides an overview of recent state legislative efforts to craft virtual school policy; and offers policy recommendations based on the available evidence. [Contributors to the research brief include Gary Miron, Shelby Hagle, Charisse Gulosino, Bryan Mann, Luis Huerta, Jennifer King Rice, Amanda Glover, and Kayla Bill. For &quot;Virtual Schools in the U.S. 2021,&quot; see ED613106.]
Postsecondary Programs and Services for Current and Former Foster Care Youth in California
Author: Brown, Chequita S.
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Foster Care,College Attendance,Program Descriptions,Community Colleges,Needs Assessment,Alumni,Access to Education,Higher Education,Educational Opportunities,Vocational Education,Profiles,Student Financial Aid,Grants,State Legislation,College Applicants

The Postsecondary Pathways for Former Foster Care Youth (PP-FFCY) study is a research project that focuses on the transitions of foster care alums to and through postsecondary institutions. Through the Ofice of Community College Research and Leadership (OCCRL), the PP-FFCY project team is conducting a comprehensive needs assessment report that: (1) provides a descriptive profile of Illinois foster care alums; (2) examines postsecondary access, opportunities, and supports for Illinois foster youth; and (3) addresses disparities in career and technical education (CTE) programs. Although the PP-FFCY project focuses on Illinois foster youth, it is beneficial to examine programs and resources for foster care alums in other states. Consequently, in this research brief, the authors highlight California postsecondary programs and services that support youth in care, in addition to young adults aging out of foster care. Outlined in this report is a comprehensive review of the general and foster youth demographic profiles in California, followed by an overview of various forms of student aid (e.g., national-, state-, and campuslevel support) available for individuals with foster care backgrounds, as well as a synopsis of foster youth CTE program enrollment.