ethanporcaro/eric-fulltext-meta huggingface dataset:
Accountability and Private-School Choice
Author: Garnett, Nicole Stelle
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Accountability,School Choice,Institutional Autonomy,Private Schools,Parent Attitudes,Institutional Evaluation,Federal Aid,Standards,Religion,Freedom,Academic Achievement,Standardized Tests,Educational Policy,Government School Relationship,Educational Quality

Parental-choice debates typically focus on whether private schools should receive public funds &quot;at all.&quot; This paper focuses on a question that inevitably follows when schools do receive them--the question of accountability. That is, what regulatory conditions ought to attend private schools' receipt of public funds? This is an enormously complicated question. On one level, it is entirely reasonable to condition private schools' participation in parental-choice programs on some government oversight. When the government acquires goods or services from the private sector, surely it is entitled to ensure that it receives what it is paying for. On the other hand, this simple logic masks enormous complexities: For what should private schools be held accountable? How should regulators determine whether their performance satisfies accountability standards? What ought to be the consequences of nonperformance? To what extent do--or might-- accountability regulations threaten the autonomy and religious liberty of participating schools? This report tackles these questions, focusing on academic accountability: How should regulators hold private schools that receive public funds accountable for their students' academic performance? After reviewing current accountability regulations in private-school-choice programs, the paper discusses challenges that are presented when parental choice and accountability policies intersect. These challenges include opponents' often disingenuous deployment of accountability demands as a weapon to undermine parental choice; the problem of selection bias; the risk that accountability regulations deter some schools from participating; and the limits of the standardized tests on which most accountability regulations rely.
Education Savings Accounts: How ESAs Can Promote Educational Freedom for New York Families and Improve State and Local Finances
Author: Lueken, Martin F.
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: School Choice,Educational Finance,Public Schools,Elementary Secondary Education,Financial Support

While a substantial body of research exists to demonstrate the benefits that choice policies such as education savings accounts (ESAs) have on various student, family, community, and societal outcomes, the fiscal impact of these policies is also an important part of the debate. This report examines solely the potential fiscal effects of educational choice programs on New York State taxpayers and district schools. This report presents fiscal models for two ESA amounts: one worth $6,500 (90% of the state's average marginal per-pupil cost); and the other worth $9,900 (100% of the statewide average amount of total per-pupil state aid). For both scenarios, the models estimate the net fiscal effect of the program, which is the difference between the cost of the ESA program and the savings from &quot;switchers&quot;--that is, students who would have remained in a public school system if not for the program. As this report demonstrates, ESAs will provide fiscal benefits for the school system, meaning that students who remain in public schools generally end up with more resources on a per-pupil basis. The Empire State can be confident in expanding educational opportunities without adverse effect to its bottom line.
Classical Education: An Attractive School Choice for Parents. Issue Brief
Author: McCoy, Brandon
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Charter Schools,Classical Literature,Classical Languages,Liberal Arts,Educational History,Instructional Program Divisions,Elementary Secondary Education,Urban Schools,Minority Group Students,Western Civilization

This issue brief seeks to add to the discussion of educational pluralism by highlighting the history, features, and successes of the classical education model. The model is unique for its emphasis on building the student to be a scholar and an active citizen. Classical schools come in the form of private and charter schools, homeschooling, and micro-schooling. This paper profiles classical-model charter schools in New York City, Washington, DC, and Nashville. Each one has a majority-minority student body whose state test scores match or exceed their respective district public school's average.
A Systems Focus to Improve School Readiness
Author: Weyer, Matt
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Systems Approach,School Readiness,Definitions,Physical Health,Mental Health,Interpersonal Competence,Emotional Development,Executive Function,Self Control,Family Involvement,Community Involvement,Early Childhood Education,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Bilingual Students,English Language Learners,Discipline,COVID-19,Pandemics

Traditional definitions of school readiness have focused primarily on the skills, knowledge and abilities children need for educational success. However, these definitions have evolved in recent years to encompass a multidimensional view, adding physical and mental health, social and emotional skills, executive functioning and self-regulation, and broader family and community supports. While 16 states plus the District of Columbia currently have statutory definitions of school readiness, these vary considerably in terms of comprehensiveness. This Special Report looks at the malleable and transformative components of educational and health considerations (and their intersections) as they impact school readiness. It provides examples of innovative state programs and policies, highlights new federal financial supports and closes with state-level policy takeaways.
Dual Credit &amp; Student Success: The Effect of High School Dual Credit on Educational Outcomes at KCTCS
Author: Dai, Grace
Date: 2021-07-00
Type: Reports - Research
Subjects: Dual Enrollment,College Credits,High School Students,Student Participation,Incidence,Outcomes of Education,Grade Point Average,Certification,Associate Degrees,Academic Achievement,Gender Differences,Racial Differences,Income

Dual credit programs are collaborations between secondary and postsecondary institutions that enable high school students to enroll in college courses and receive simultaneous academic or technical credit that counts toward high school and college completion. Nationally and in Kentucky, dual credit participation is on the rise. The total number of high school students taking dual credit grew from 23,307 in 2014-15, to 40,821 students in 2019-20, an increase of 75%. The majority of dual credit courses are offered by Kentucky Community and majority of dual credit courses are offered by Kentucky Community and Technical College System (KCTCS) institutions. Last year, the Kentucky Council on Postsecondary Education published a report assessing the effects of high school dual credit participation on first-year GPA and persistence to a second year at Kentucky public universities (see ED608256). This report uses the same methodology to investigate the effects of dual credit on first-year GPA and credential completion at KCTCS. It analyzes the effects on students enrolled in a technical pathway (i.e., pursuing certificates or applied associate degrees) as well as in an academic pathway (i.e., pursuing associate degrees or transferring to a public university).
Education Sector Analysis: Using Data to Evaluate the Needs of Kentucky&apos;s Education Workforce
Author: Kentucky Council on Postsecondary Education
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Labor Force,Postsecondary Education,Labor Market,Labor Force Development,Employment Patterns,Unemployment,Educational Attainment,Socioeconomic Status,Family Income,Poverty,Statistics,Elementary School Teachers,Secondary School Teachers,Special Education Teachers,Preschool Teachers,COVID-19,Pandemics,Industry,Occupational Information

The Council on Postsecondary Education (Council) is charged with guiding the reform efforts envisioned by state policy leaders in the Kentucky Postsecondary Education Improvement Act of 1997 and is Kentucky's statewide postsecondary and adult education coordinating agency. To gain better insight into economic conditions and workforce trends, specifically within three targeted sectors, the Council partnered with Emsi, a labor market analytics firm serving higher education, economic and workforce development, talent acquisition, and site selection. In this report, Emsi focuses on the Education sector by providing an overview of education occupations and industries through traditional labor market information and a job postings analysis, conducting a program demand gap analysis of Kentucky institutions' education program offerings, and analyzing migration patterns and other qualitative characteristics that help explain why Kentucky education alumni stay in or migrate out of the state. Emsi also provides an environmental scan of the state's economy to provide context for the Education sector. Data around the Education sector are provided for the state and, where pertinent, by region. The regions are based on Kentucky's Workforce Planning Regions (WPRs). In addition, data for the city of Louisville and its surrounding counties, which comprise the Kentuckiana Local Workforce Area (LWA), are shown distinct from the Central WPR.
Student Homelessness in Camden City School District: Mobility and Frequency 2014-15 through 2018-19
Author: Truchil, Aaron
Date: 2021-00-00
Type: Reports - Research
Subjects: Homeless People,At Risk Students,Enrollment,Transfer Students,Grade Repetition,Attendance,School Districts,Preschool Education,Elementary Secondary Education,Public Education,Student Mobility

This brief describes patterns of student homelessness and education indicators in Camden City School District. Students who experience homelessness are more likely to enroll late, transfer early, or both. They are enrolled for fewer days, on average, and more likely to repeat a grade, change school mid-year, and be chronically absent. These differences are exacerbated for students who experience homelessness for multiple school years. [This brief was created as part of a research-practice partnership among Camden Coalition of Healthcare Providers, Camden City School District, and Nemours, Children's Health System.]
Commonwealth Education Continuum Midterm Report: A Collaboration of Kentucky&apos;s Education Agencies
Author: Kentucky Council on Postsecondary Education
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Educational Cooperation,State Agencies,Educational Improvement,Postsecondary Education,Academic Advising,Student Financial Aid,College Faculty,Diversity (Faculty),Teacher Education Programs,Elementary Secondary Education

The Commonwealth Education Continuum (CEC) was formed out of the moral imperative to strengthen the education pipeline in Kentucky. To further understand the diverse needs of the state and seek actions to improve the education system, the CEC created three workgroups with distinct focus areas at its April meeting. The workgroups include: (1) Early Postsecondary Opportunities; (2) Educator Workforce and Diversity; and (3) Successful Transition to Postsecondary Workgroups. The workgroups meet monthly to develop recommendations, implementation plans, key inputs and strategies, and viable policy proposals to present to the CEC in consideration of its efforts. This Midterm Report compiles the findings of the group's three workgroups into recommendations for implementation. [An additional collaborator of this report is the Kentucky Education and Workforce Development Cabinet.]
A Framework for Developing Student-Faculty Partnerships in Program-Level Student Learning Outcomes Assessment. Occasional Paper No. 53
Author: Curtis, Nicholas
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Teacher Student Relationship,Outcomes of Education,Cross Cultural Studies,Outcome Measures,Foreign Countries,Partnerships in Education,Student Participation,Program Evaluation,College Faculty,Higher Education,College Students,Educational Change,Teaching Methods,Educational Improvement

In her April 2010 NILOA paper, &quot;Opening Doors to Faculty Involvement in Assessment,&quot; Pat Hutchings called for institutions to involve students in assessment, citing the potential to increase faculty engagement. In Curtis and Anderson (2020), the first author interviewed numerous partnership experts in both the United Kingdom and the United States regarding student-faculty partnerships and the extent to which students currently engage in the assessment process. Findings from the study make it clear that there currently exists little student-faculty partnership in assessment at the program- or system-levels. Combining existing research on partnership and the expert responses from the Curtis et al. study, we present a framework, based on prototyping, for developing student-faculty partnerships in program-level student learning outcomes assessment.
States&apos; Growing Commitment to Preventing Young Children&apos;s Expulsion from Early Care and Education Programs: Results of a 50-State Policy Survey
Author: McCann, Carey
Date: 2021-10-00
Type: Reports - Research
Subjects: Early Childhood Education,Expulsion,Suspension,Prevention,State Policy,Educational Policy,Barriers,Well Being,Child Behavior,Behavior Problems,Child Care,Young Children

This report examines features of states' expulsion and suspension prevention policies, based on survey responses and interviews with selected states. The results point to the widespread efforts states are making to develop and implement expulsion prevention policies. Features of policies are varied, and include supports for programs (e.g., professional development, early childhood mental health consultation), requirements for data collection, and changes in program standards and work conditions. Many policies have explicit goals for reducing disparities in exclusionary practices related to race and disability. Promising approaches in five states are highlighted. The brief makes several recommendations for designing expulsion and suspension policies with features that can help ensure strong implementation that significantly reduces exclusionary practices and the racial disparities found in these practices.
The State of the World&apos;s Children 2021: On My Mind--Promoting, Protecting and Caring for Children&apos;s Mental Health
Author: Keeley, Brian, Ed.
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Child Health,Mental Health,COVID-19,Pandemics,Access to Health Care,Intervention,Social Bias,Child Development,Trauma,Stress Variables,At Risk Persons,Poverty,Social Discrimination,Information Technology,Resilience (Psychology),Global Approach,National Programs,Health Needs,Mental Disorders,Public Health,Adolescents,Young Adults,Foreign Countries,Gender Differences,Age Differences,Incidence,Suicide

The COVID-19 pandemic has raised huge concerns for the mental health of an entire generation of children. But the pandemic may represent only the tip of a mental health iceberg -- an iceberg we have ignored for far too long. For the first time, &quot;The State of the World's Children&quot; examines the mental health of children and adolescents. Against a backdrop of rising awareness of mental health issues, there is now a unique opportunity to promote good mental health for every child, protect vulnerable children and care for children facing the greatest challenges. Making that happen will require urgent investment in child and adolescent mental health across sectors -- not just in health -- to support proven interventions. It will also need societies to break the silence surrounding mental health, by addressing stigma, promoting understanding, and taking seriously the experiences of children and young people. [This report is produced by the Office of Global Insights and Policy. For &quot;The State of the Worlds Children 2017: Children in a Digital World,&quot; see ED590013.]
2021-2022 Louisiana High School Planning Guidebook: A Path to Prosperity for Every Student
Author: Louisiana Department of Education
Date: 2021-09-27
Type: Guides - Classroom - Teacher
Subjects: Guides,Educational Planning,Equal Education,Educational Experience,High School Students,Educational Quality,Barriers,High School Teachers,College Readiness,Career Readiness,Learning Experience,Educational Opportunities,Academic Achievement,State Departments of Education,College Preparation,Students with Disabilities,Accountability,Student Financial Aid,Graduation,Language Tests,Language Proficiency,College Entrance Examinations,Teacher Effectiveness,Career Planning,Academic Advising,Academic Support Services,Individualized Education Programs

The &quot;2021-2022 Louisiana High School Planning Guidebook&quot; consolidates the policies and programs that are most relevant to high school educators as they plan for the upcoming academic year and prepare every student for college and career success. Ensuring every high school student is on track for success is but one of the educational priorities for the Louisiana Department of Education. Other priorities include: (1) ensure every student is on track to a professional career, college degree or service; (2) remove barriers and create equitable, inclusive learning experiences for all children; (3) provide the highest quality teaching and learning environment; (4) develop and retain a diverse, highly effective educator workforce; and (5) cultivate high-impact systems, structures and partnerships. The high school experience opens doors for young adults--sparking interests, presenting opportunities, and expanding possibilities. To maximize this experience, students must have a smooth, well-planned transition to high school; to ensure their success until graduation, all students must have access to a range of academic opportunities and behavioral supports. [For &quot;2020-2021 Louisiana High School Planning Guidebook: A Path to Prosperity for Every Student,&quot; see ED608295.]
2022-2023 School System Planning Guide
Author: Louisiana Department of Education
Date: 2021-09-00
Type: Guides - Non-Classroom
Subjects: Educational Planning,Budgeting,Educational Finance,Elementary Secondary Education,Early Childhood Education,Grants,Educational Quality,Check Lists,Educational Legislation,Federal Legislation,State Aid,Federal Aid

Each year, school systems and lead agencies plan for how to improve student learning in the coming year. This process involves reviewing student achievement and progress data, establishing priorities, and building a budget aligned to these priorities using all available funding sources. Louisiana's 2022-2023 School System Planning Guide (SSPG) is a resource for Local Educational Agencies (LEAs) and lead agencies to plan and budget resources to meet the needs of all students in three main grants management applications: (1) Achieve!; (2) Believe!; and (3) Super App. This guide includes key action steps and associated resources for school systems to create and submit the Academic Recovery and Acceleration Plan, Achieve! Incentive applications, and Super App. [For &quot;2020-2021 School System Planning Guide,&quot; see ED608294.]
Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models. NFES 2021-058
Author: Quality Information Partners, Inc. (QIP)
Date: 2021-06-00
Type: Guides - Non-Classroom
Subjects: Attendance,Student Participation,Learner Engagement,Electronic Learning,Blended Learning,COVID-19,Pandemics,Best Practices,Data Collection,Data Use,Flexible Progression,Elementary Secondary Education

Regular attendance is essential to providing students with opportunities to learn. State and local education agencies (SEAs and LEAs) play a crucial role in tracking, measuring, and addressing student attendance. The coronavirus disease (COVID-19) pandemic affected the way that many SEAs and LEAs collect attendance data. This resource highlights how SEAs and LEAs have operationally defined attendance, participation, and engagement during the COVID-19 pandemic, and how they may be collecting data on each. The information in this resource serves as a complement to the 2018 &quot;Forum Guide to Collecting and Using Attendance Data.&quot; The 2018 guide recommended practices to help education agencies collect, report, and use attendance data to improve student and school outcomes. This resource draws upon the information included in the 2018 resource and incorporates lessons learned by SEAs and LEAs during the COVID-19 pandemic. The current document provides an overview of best practices that will help education agencies collect, report, and use attendance, participation, and engagement data in different learning formats. [For the &quot;Forum Guide to Collecting and Using Attendance Data,&quot; see ED582067.]
Supplemental Intervention Improves Writing of First-Grade Students: Single Case Experimental Design Evaluation
Author: McKenna, Meaghan
Date: 2021-00-00
Type: Reports - Research
Subjects: Supplementary Education,Writing Improvement,Writing Strategies,Intervention,Self Management,Grade 1,Elementary School Students,At Risk Students,Young Children,Small Group Instruction,Summer Programs,Student Attitudes,Teacher Attitudes,Expository Writing,Language Tests,Achievement Tests

The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11-13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence structure and handwriting, and (c) vocabulary and spelling allowed for analysis of the effects of the intervention. Treatment effects were evident from visual analysis, nonoverlap statistics, and multilevel modeling. Descriptive data collected on literacy measures administered before and after the intervention also indicated growth. Educator ratings of student writing and social validity surveys provide further evidence that improvements in student writing were apparent. Students also provided favorable input. These results indicate the malleability of writing behavior in at-risk first-grade students. Although preliminary findings are promising, iterative development would help improve this intervention and determine its efficacy with a broader sample of students. [This is the online version of an article published in &quot;Journal of Educational Research.&quot; For the final published version of this article, see?EJ1303098.]