ethanporcaro/eric-fulltext-meta huggingface dataset:
Education of Students with Disabilities in Charter and Traditional Public Schools by Educational Setting. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 3
Author: Gibson, Patrick
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Charter Schools,Public Schools,Data Analysis,Elementary Secondary Education,Differences,Institutional Characteristics,Inclusion,Mainstreaming,Student Placement,Special Education,Gifted Education

This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 Civil Rights Data Collection (CRDC) data released earlier this year, this brief focuses on the number and percentages of students with disabilities educated in charter and traditional public schools according to their placement, that is, the extent to which they are educated in the general education classroom with their peers. Nationally, the identification of students with disabilities eligible to receive special education and related services has increased over time. Simultaneously, enrollment in charter schools has also increased. In light of the disruptions caused by the COVID-19 pandemic and potentially greater increases in charter school enrollment, it remains important to track the degree to which students with disabilities are accessing charter schools and to understand the characteristics of students and their experiences prior to the pandemic to examine shifts as schools focus on recovery. [Lauren Morando Rhim, Megan Ohlssen, Paul O'Neill, Bryan Rotach, and Wendy Tucker from the Center for Learner Equity contributed to this brief. For the detailed methodology, see ED618289.]
School Discipline and Engagement of Law Enforcement in Charter and Traditional Public Schools. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 4
Author: Gibson, Patrick
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Charter Schools,Public Schools,Data Analysis,Elementary Secondary Education,Differences,Institutional Characteristics,Discipline,Police,Police School Relationship,Suspension,Safety Equipment

This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 CRDC data released earlier this year, this brief focuses on school discipline and the engagement of law enforcement in schools and how this experience has changed over time. Nationally, the identification of students with disabilities eligible to receive special education and related services has increased over time. Simultaneously, enrollment in charter schools has also increased. In light of disruptions caused by the COVID-19 pandemic and potentially greater increases in charter school enrollment, it remains important to track the degree to which students with disabilities are accessing charter schools and to understand the characteristics of students and their experiences prior to the pandemic to examine shifts as schools focus on recovery. Students with disabilities have historically faced disciplinary actions, such as suspension, restraints, seclusion, and engagement of law enforcement, at two to three times the rate of students without disabilities. Given mounting concerns about the impact of the pandemic on student academic progress, social-emotional learning, and behavior, and subsequently, school discipline, these baseline data will help us track and quantify the impact of the pandemic on disciplinary practices. [Lauren Morando Rhim, Megan Ohlssen, Paul O'Neill, Bryan Rotach, and Wendy Tucker from the Center for Learner Equity contributed to this brief. For the detailed methodology, see ED618289.]
VET as a Re-Engagement Pathway for Early School Leavers. Research Report
Author: Lim, Patrick
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Reentry Students,Vocational Education,Parent Influence,Dropouts,Dropout Characteristics,Socioeconomic Status,Adult Education,Occupational Aspiration,Academic Achievement,Dropout Research

School non-completion and non-completers' subsequent pathways into employment or back into education are enduring issues for policy-makers in Australia. Understanding the factors that predict a higher probability of leaving school before completing Year 12, as well as those that increase the chance of reengaging with education, can inform action on how best to support young people in their decision-making. An analysis of the Longitudinal Surveys of Australian Youth (LSAY) confirms that vocational education and training (VET) is an important pathway to educational re-engagement for young people who leave school before completing Year 12. This analysis also highlights the importance of providing career information not only to young people before and after they leave school, but also to their parents or guardians. For school leavers, having parents with aspirations for them is influential in determining whether early school leavers re-engage with education, demonstrating the value of ensuring that parents also have access to high-quality career information. This research explores the pathways of early school leavers -- that is, those who leave school without completing Year 12 -- by means of an analysis of data from the Longitudinal Surveys of Australian Youth (LSAY). In particular, the research examines the characteristics of those who re-engage with education, especially via vocational education and training (VET). [For the support document, see ED618235.]
VET as a Re-Engagement Pathway for Early School Leavers -- Support Document
Author: Lim, Patrick
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Reentry Students,Vocational Education,Dropouts,Dropout Characteristics,Socioeconomic Status,Predictor Variables,Parent Background,Employment Level,Occupational Aspiration,Geographic Regions,Academic Achievement

This report is the support document accompanying &quot;VET as a re-engagement pathway for early school leavers,&quot; which explores the pathways of early school leavers -- that is, those who leave school without completing Year 12 -- by means of an analysis of data from the Longitudinal Surveys of Australian Youth (LSAY). In particular, the research examines the characteristics of those who re-engage with education, especially via vocational education and training (VET). This support document contains summary statistics of background variables explored in the analysis. [For the full research report, see ED618234.]
Mobile Physics as Innovation to Reinvigorating Active Engagement and Learning Dynamics of Grade 11 Learners on Uniform Accelerated Motion
Author: Samosa, Resty C.
Date: 2021-03-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Motion,Scientific Concepts,Concept Formation,Grade 11,Secondary School Science,Learner Engagement,Foreign Countries,Instructional Effectiveness,High School Students,Thinking Skills

Physics phenomena are widely viewed in daily life, and the technical nature of physics makes modern life seem to be simpler than it was many years ago. Physics teaching and learning, on the other hand, has not always been done effectively, especially in developing countries. This study aimed measured the effectiveness using mobile physics on students' reinvigorating active engagement and learning dynamics on teaching uniform accelerated motion. The study employed the one-group pretest-posttest design. The design compared the result obtained from researcher -- made -- pretest and posttest and adapted science engagement scales. The study revealed that mobile physics as innovation had a positive effect on the learning dynamic of the learners, as evidenced by the significantly greater mean in the posttest. The data showed that there is significant difference in the pretest and posttest score of students in the utilization of mobile physics on teaching uniform accelerated motion. It is also evident that learners highly have engagement during the innovation on teaching uniform accelerated motion. Future utilization of this mobile physics as an innovation would raise learners' active engagement and learning dynamics in teaching physics concepts.
Social-Emotional Educational Leadership: A Study of Scale Adaptation
Author: Uylas, Sümeyra Dilek
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Leadership,Foreign Countries,Test Construction,Turkish,Factor Analysis,Test Validity,Test Reliability,Elementary School Teachers,Secondary School Teachers

The purpose of this study is to adapt Social-Emotional Educational Leadership (SEL) scale into the Turkish language. The research was implemented on the 286 primary and secondary school teachers. The one-dimensional model which was consisted of 29 items was found coherent in the confirmatory factor analysis. In the adaptation study of Social-Emotional Education Leadership Scale, firstly language adaptation was done and then validity and reliability studies were conducted. Internal consistency, item and factor analysis studies were conducted to examine psychometric features of the scale. In terms of statistical validity and reliability of Social-emotional Leadership Scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and Cronbach's Alpha techniques were utilized. The result of reliability analysis was 0.98, and the scale was found reliable. Confirmatory factor analysis' results show that scale's original one-dimensional model was appropriate for the Turkish sample (X[superscript 2]=1231.19, df=377, p=0.0000, x[superscript 2]/df=3.26, RMSEA=0.08, NFI=0.98, NNFI=0.99, CFI=0.99, IFI=0.99, SRMR=0.03, GFI=0.77, AGFI=0.74). In this case, the scale is considered as a reliable and valid instrument in terms of measuring social-emotional educational leadership degree in the education process of education leaders in Turkey.
Monitoring the Future National Survey Results: HIV/AIDS Risk &amp; Protective Behaviors among Adults Ages 21 to 30 in the U.S., 2004-2020
Author: Johnston, Lloyd D.
Date: 2021-00-00
Type: Reports - Research
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Risk,Prevention,High School Graduates,National Surveys,Health Behavior,Young Adults,Public Health,Sexuality,At Risk Persons,Incidence,Sexually Transmitted Diseases,Drug Abuse,Homosexuality,LGBTQ People,Sexual Orientation,Screening Tests,Gender Differences,Age Differences,Marital Status,Trend Analysis

Monitoring the Future (MTF) is a long-term study of American adolescents, college students, and adult high school graduates through age 60. The study is funded under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse and has been conducted annually by the University of Michigan's Institute for Social Research since 1975. The present monograph focuses on a range of behaviors--including certain forms of substance use--related to the spread of the human immunodeficiency virus (HIV), which is responsible for acquired immunodeficiency syndrome (AIDS). The population under study here includes high school graduates in the general population, ages 21-30. High school graduates who fall into this age range each year have been surveyed annually since 2004. HIV infection is clearly a serious public health concern. Worldwide, about 36.9 million people were living with AIDS at the end of 2017 (UNAIDS, 2018). In the United States, about 1.1 million people were living with diagnosed HIV infection as of 2019 (CDC, 2021), and 1 in 7 were unaware of their infection (CDC, 2021). The present monograph addresses some of the factors that may have been preventing greater progress against HIV/AIDS. The ages covered in this study contain the two age bands with the highest rates of newly diagnosed HIV infection in the United States: namely, ages 20-24 and 25-29. This monograph tracks key behaviors related to the spread of HIV/AIDS in the United States. In 2019, over 36,000 individuals became newly infected with HIV in the United States (CDC, 2021). MTF surveys assess both sexual risk behaviors and injection drug use (including needle sharing), which are two main sources of HIV infection. The present volume is the fourth monograph published this year in the annual series of reports. [For &quot;Monitoring the Future National Survey Results: HIV/AIDS Risk &amp; Protective Behaviors among Adults Ages 21 to 30 in the U.S., 2004-2019,&quot; see ED611887.]
Earning Full Credit: A Toolkit for Designing Tax-Credit Scholarship Policies (2022 Edition). White Paper No. 249
Author: Bedrick, Jason
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Tax Credits,Scholarships,Private Schools,School Choice,Eligibility,Accountability,Educational Policy,Educational Finance,Nonprofit Organizations,Donors

Over the last quarter-century, tax-credit scholarship (TCS) policies have helped hundreds of thousands of American families provide their children with the learning environment that meets their individual needs. Although less well-known than school vouchers, TCS policies are the most-used form of private school choice. Now available in 23 states, more than 325,000 students nationwide use tax-credit scholarships to attend the school of their family's choice. TCS policies create an incentive for taxpayers to contribute to nonprofit scholarship organizations that aid families with tuition and, in some states, other K-12 educational expenses. This paper explores the central design features of TCS policies--such as eligibility, the tax credit value, tax credit caps, scholarship size and uses, and academic accountability provisions--and outlines the different approaches taken by the TCS policies in each state. The paper also offers suggestions regarding each feature for policymakers who want to design a TCS policy that most likely to succeed at its central purpose: empowering families to provide their children with the education that works best for them. Finally, the appendix offers policymakers with a wide variety of additional resources, including model legislation, parent satisfaction and public opinion surveys, research on fiscal effects, various policy briefs on tax-credit scholarships, information about the constitutional landscape, and public relations resources.
&quot;5Essentials&quot; Survey in CPS: School Improvement and School Climate in High Poverty Schools. Research Report
Author: Hart, Holly
Date: 2021-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Environment,Elementary Secondary Education,Educational Improvement,Poverty,Disadvantaged Schools,Socioeconomic Influences,Predictor Variables,Leadership Responsibility,Principals,Teacher Collaboration,Family Involvement,Instruction,Educational Quality,Academic Achievement,Grade Point Average,Attendance,Barriers,Achievement Gains

Given the positive influence of school climate on academic outcomes, several districts--including Chicago Public Schools (CPS)--incorporated climate surveys into their accountability systems, to signal the importance of school climate to schools. The &quot;5Essentials&quot; Survey, developed in Chicago, is currently administered to CPS students in grades 4-12 and staff serving grades pre-k-12. In 2014, after more than a decade in which the survey was administered voluntarily for formative feedback, the &quot;5Essentials&quot; Survey became part of the CPS accountability policy. This report focuses on answering two questions: Do the &quot;5Essentials&quot; predict school improvement in both high- and low-poverty schools? and Can schools expect similar improvements in student outcomes if they focus on developing and maintaining their climate and organizational strength, regardless of the economic context of the neighborhoods they serve? The authors found that the &quot;5Essentials&quot; predict school improvement in both high- and low-poverty schools, at both the elementary and high school levels. They further discovered that in cases where both high- and low-poverty elementary schools were strong on the &quot;5Essentials,&quot; the &quot;5Essentials&quot; were more strongly related to improvement in high-poverty elementary schools than in low-poverty elementary schools. At the high school level, the amount that schools with strong &quot;5Essentials&quot; improved did not significantly differ between schools at different poverty levels. An important addition to these findings is that despite the greater improvement in high-poverty schools, findings still showed disparities in overall levels of improvement. Although improvement in high-poverty schools with strong &quot;5Essentials&quot; was often twice as much as that in similarly strong low-poverty schools, it was not enough to compensate for the disparities in where high-poverty schools started out relative to low-poverty schools. It is important, therefore, to emphasize that while school climate is a critical component to improving student outcomes, addressing greater systemic issues such as segregation plays a fundamental role in creating equitable education.
The Effects of Teacher Diversity on Hispanic Student Achievement in Texas. Policy Brief
Author: Lindsay, Constance
Date: 2021-11-00
Type: Reports - Research
Subjects: Diversity (Faculty),Hispanic American Students,Minority Group Teachers,Elementary Secondary Education,Achievement Gap,Disproportionate Representation,Racial Composition,Public Schools,Academic Achievement,Graduation Rate,Dropout Rate,College Attendance,Academic Persistence,Discipline

Low levels of teacher diversity in U.S. elementary and secondary schools represent a wasted opportunity to narrow achievement gaps. Evidence from other states suggests that students of color have better outcomes in the classrooms of teachers of color, but the teaching workforce remains predominantly white. Teachers of color are underrepresented at all stages of the human capital pipeline into teaching, and demographic projections suggest that the problem is likely to worsen. Given the existing literature on teacher-student demographic match which mostly focuses on the positive effects of teacher-student race match for Black students, there are additional questions that have yet to be explored. These include the role of gender and matching effects for Latino and Hispanic students. In this report, the researchers study the effects of exposure to Hispanic and Latino teachers on Hispanic and Latino students' scholastic and economic outcomes in Texas public schools, where the Hispanic share of teachers has increased from 15 percent to 27 percent from 1995 to 2018. The research design relies on within-school comparisons over time that control flexibly for variation in outcome dynamics across school districts. The researchers study short- and medium-term outcomes (e.g., standardized exam scores, discipline rates, and high school dropout rates) and long-term outcomes (e.g., high school graduation rates, college enrollment, college persistence, and college graduation) and find that exposure to teachers of color significantly improves short- and medium-term outcomes among elementary school students. The effects of teacher diversity are smaller and less precisely estimated for later grades and for long-term outcomes. These findings highlight the importance of policies aimed at increasing the representation of teachers of color in public schools.
The Green Jobs and Health Care Impact Evaluation: Findings from the Impact Study of Four Training Programs for Unemployed and Disadvantaged Workers
Author: Martinson, Karin
Date: 2016-05-00
Type: Reports - Research
Subjects: Federal Aid,Federal Legislation,Program Evaluation,Partnerships in Education,Community Colleges,Vocational Education,Unemployment,Employment Level,Barriers,Health Occupations,Income,Basic Skills,Nonprofit Organizations,Outcomes of Education,Educational Attainment,Disadvantaged,Emerging Occupations,Conservation (Environment),Sustainable Development

This report summarizes the final results for the Green Jobs and Health Care (GJ-HC) Impact Evaluation, a study of selected grantees funded by two job training initiatives administered by the Employment and Training Administration (ETA) at the U.S. Department of Labor (DOL). In response to the 2008 recession and as part of the American Recovery and Reinvestment Act of 2009, DOL provided grants to partnerships of workforce agencies, community colleges, non-profits, and other organizations to offer vocational training designed to improve the employment and earnings of unemployed workers and other individuals facing barriers to employment. The Pathways Out of Poverty grant initiative funded training to prepare individuals for employment in green industries, such as energy efficiency and renewable energy; and the Health Care and Other High Growth and Emerging Industries grant initiative focused on providing training in healthcare and other high-growth fields. The goals of this report are to: (1) document the impact of each of the four grant-funded programs on participation in training and receipt of credentials over an 18-month follow-up period; (2) determine the extent to which access to these services resulted in impacts on participants' employment and earnings, household income, public benefit receipt, and other outcomes over the same period; and (3) discuss implications of the results for policymakers and program operators.
Measuring the Causal Effect of the National Math + Science Initiative&apos;s College Readiness Program. CRESST Report 847
Author: Brown, Richard S.
Date: 2015-08-00
Type: Reports - Research
Subjects: College Programs,College Readiness,Advanced Placement Programs,Scores,Placement Tests,Gender Differences,Minority Group Students,Mathematics Tests,Science Tests

This study employs a potential outcomes modeling approach to estimate the causal effect of the National Math + Science Initiative's College Readiness Program on Advanced Placement test taking and qualifying score earning for three recent cohorts of schools. Results indicate substantial and significant increases in both AP test taking and qualifying score earning for all students. In addition, significant effects for AP test taking and qualifying score earning over baseline were found for female students and minority students when analyzed separately. This study provides evidence of the effectiveness of a College Readiness Program that is having a significant and important impact on preparing more students to succeed in math and science careers and improve the future of math and science education in this country.