ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Design and Implement Advising Services in Community Colleges: Lessons from Two Decades of Research and Technical Assistance
Author: Vasquez, Andrea
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Program Design,Academic Advising,Academic Support Services,Community Colleges,Two Year College Students,Program Implementation,Guidelines,Check Lists,Holistic Approach,Outreach Programs,Incentives,Training,Data Use,Progress Monitoring

Colleges support students with advising, counseling, or coaching in academics and other skills they need to succeed in school. Some colleges enhance those services through reduced adviser caseloads and more comprehensive, frequent guidance, which can improve students' semester-to-semester retention and average credits earned. This overview describes important lessons on designing and implementing those services. College leaders and administrators committed to designing, building, managing, and continually supporting enhanced advising services can consult this checklist of recommendations as they redesign or enhance these services -- as stand-alone services or as part of multifaceted interventions.
Taking Internships Online: Insights from MDRC&apos;s 2020 Gueron Scholars Program. Issue Focus
Author: Alonzo, Erick
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Internship Programs,Fellowships,Scholarship Funds,College Students,COVID-19,Pandemics,Distance Education,Undergraduate Students,Program Design,Planning,Program Implementation

The COVID-19 crisis has upended students' lives and their career plans, including their ability to line up college internships. As millions of people across the country continue to work or attend school from home, many companies and organizations have had to cancel their internship programs, which are an important part of recruitment and diversity hiring initiatives. MDRC's Gueron Scholars Program (GSP) has continued to operate, despite the disruption caused by the global pandemic. The program typically offers paid undergraduate- and master's-level internships at the organization's New York City office, during which students work hands-on with project teams for eight weeks on a range of organizational and analytical tasks. This year the pandemic caused some of MDRC's research to be put on pause which led to unanticipated budget constraints. As a result, MDRC made the difficult decision to suspend its master's internships and doctoral fellowships for 2020 and focused instead on the undergraduate component of the program. The internship was redesigned to take place virtually for local college students -- in part, because so many organizations and businesses in New York City had cancelled their summer employment opportunities. This Issue Focus shares lessons from MDRC's experience planning and implementing a virtual learning program and offers some things for other organizations to consider if they are thinking about offering virtual programming in the future.
Comparing Exploratory Structural Equation Modeling and Existing Approaches for Multiple Regression with Latent Variables
Author: Mai, Yujiao
Date: 2018-00-00
Type: Reports - Research
Subjects: Structural Equation Models,Multiple Regression Analysis,Comparative Analysis,Statistical Bias,Statistical Analysis,Statistical Significance,Computation,Accuracy

Exploratory structural equation modeling (ESEM) is an approach for analysis of latent variables using exploratory factor analysis to evaluate the measurement model. This study compared ESEM with two dominant approaches for multiple regression with latent variables, structural equation modeling (SEM) and manifest regression analysis (MRA). Main findings included: (1) ESEM in general provided the least biased estimation of the regression coefficients; SEM was more biased than MRA given large cross-factor loadings. (2) MRA produced the most precise estimation, followed by ESEM and then SEM. (3) SEM was the least powerful in the significance tests; statistical power was lower for ESEM than MRA with relatively small target-factor loadings, but higher for ESEM than MRA with relatively large target-factor loadings. (4) ESEM showed difficulties in convergence and occasionally created an inflated type I error rate under some conditions. ESEM is recommended when non-ignorable cross-factor loadings exist. [This paper was published in &quot;Structural Equation Modeling&quot; v25 n5 p737-749 2018.]
Univariate and Multivariate Skewness and Kurtosis for Measuring Nonnormality: Prevalence, Influence and Estimation
Author: Cain, Meghan K.
Date: 2017-00-00
Type: Reports - Research
Subjects: Multivariate Analysis,Probability,Statistical Distributions,Psychological Studies,Educational Research,Statistical Analysis,Computation,Children,Longitudinal Studies,Surveys,Computer Software,Statistical Inference

Nonnormality of univariate data has been extensively examined previously (Blanca et al., 2013; Micceri, 1989). However, less is known of the potential nonnormality of multivariate data although multivariate analysis is commonly used in psychological and educational research. Using univariate and multivariate skewness and kurtosis as measures of nonnormality, this study examined 1,567 univariate distributions and 254 multivariate distributions collected from authors of articles published in Psychological Science and the American Education Research Journal. We found that 74% of univariate distributions and 68% multivariate distributions deviated from normal distributions. In a simulation study using typical values of skewness and kurtosis that we collected, we found that the resulting type I error rates were 17% in a t-test and 30% in a factor analysis under some conditions. Hence, we argue that it is time to routinely report skewness and kurtosis along with other summary statistics such as means and variances. To facilitate future report of skewness and kurtosis, we provide a tutorial on how to compute univariate and multivariate skewness and kurtosis by SAS, SPSS, R and a newly developed Web application. [This paper was published in &quot;Behavior Research Methods&quot; v49 n5 p1716-1735 2017.]
Building for Success: How States Can Address Charter School Facility Needs. Policy Brief
Author: Foundation for Excellence in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Facility Requirements,Educational Facilities,State Policy,Financial Support,Educational Finance,School Buildings,Needs Assessment

This brief describes a new method for states to determine how well their charter school facility needs are being met with state policies, both at present and in the future as the number of charter schools increases. The brief also illustrates how this new approach, called a Charter Facility Index, can be used in practice, with three state examples. Finally, the brief covers next steps in refining and implementing the new method. The benefit of the Charter Facility Index is that it quantifies &quot;how much&quot; of facility needs the state is meeting, both now and projected into the future. The Charter Facility Index also considers likely growth in charter school enrollment and the number of charter schools in a state. In addition, the Charter Facility Index allows policymakers to determine the likely impacts of any proposed changes in state policies. By using this method, policymakers can determine how to use a suite of policies to meet the facility needs of charter schools in their states. [For the summary, &quot;Building for Success: How States Can Address Charter School Facility Needs. Policy Summary,&quot; see ED609271.]
Building for Success: How States Can Address Charter School Facility Needs. Policy Summary
Author: Foundation for Excellence in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Facility Requirements,Educational Facilities,State Policy,Financial Support,Educational Finance,School Buildings,Needs Assessment

Excel&quot;in&quot;Ed has developed a methodology called the Charter Facility Index by which states can assess whether they are addressing the full facility needs of charter schools. The Charter Facility Index allows states to determine how well charter school facility needs are being met with existing state policies. The index also helps states identify areas where changes can be made to better address current and future needs of charter school students and families in their state. This policy summary discusses: (1) why charter facility access matters; (2) how the Charter Facility Index can help; and (3) what policy areas states can leverage. [For the full brief, &quot;Building for Success: How States Can Address Charter School Facility Needs. Policy Brief,&quot; see ED609269.]
The Power of Youth Voice in Realizing Health Equity in the City of Richmond &amp; WCCUSD Schools
Author: Ferrell, Sarah
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Educational Policy,Urban Schools,Youth Programs,Public Policy,High Schools,Adolescents,School Districts,Board of Education Policy,Health Promotion,Wellness,Advocacy,Leadership,Student Participation

This landscape review includes a document and policy review of policies and programs across the City of Richmond, West Contra Costa Unified School District (WCCUSD), The California Endowment, and other local community organizations. Additionally, the review encompasses: (1) 15 PLUS projects from 2008-2018 for 4 clients: City of Richmond, WCCUSD, The California Endowment, and the City of San Pablo; (2) 27 Y-PLAN projects from 2006-2019 across 3 high schools, 45 classrooms, and 1,431 students; and (3) 13 stakeholder interviews conducted with current and former staff at the City of Richmond, WCCUSD, TCE, RYSE, Richmond Promise, and former Y-PLAN student participants.
Expanding Multi-Tiered System of Supports in California: Lessons from Sanger Unified and the Pivot-Sanger Multi-Tiered System of Supports Project
Author: Koppich, Julia E.
Date: 2020-08-00
Type: Reports - Research
Subjects: Equal Education,Educational Policy,At Risk Students,Student Needs,Holistic Approach,State Policy,Low Income Students,English Language Learners,Homeless People,Foster Care,COVID-19,Pandemics,Online Courses,Distance Education,School Districts,Intervention,Students with Disabilities,Cooperation,Change Strategies,Data Collection,Data Use,Elementary Secondary Education,Partnerships in Education

Equity is the consistent thread that runs through major California education policies of the last decade, which have focused on providing access and opportunity tailored to students' needs in order to reduce disparities in learning outcomes. Equity challenges, already significant prior to COVID-19, have been exacerbated by the pandemic's education disruptions. Multi-Tiered System of Supports (MTSS) offers a framework for identifying students who are struggling and who need focused support to meet academic, behavioral, and social-emotional challenges. How can California make MTSS implementation more accessible to school districts as they strive to support all students equitably? From 2018 to 2020, Pivot Learning led a demonstration project involving the Sanger, Monterey Peninsula, and Lancaster school districts. Sanger has coherently and cohesively implemented MTSS in a way that adapts the framework to the district's culture. The Pivot-led project, with Monterey and Lancaster as pilot sites, sought to determine if direct support by Sanger, based on its expertise, could help Monterey and Lancaster develop their own district-relevant MTSS implementation strategies. This study combines previous research about Sanger's education improvement efforts with data from the Pivot-Sanger MTSS Project to identify a set of lessons learned that might help guide the state's continued expansion of MTSS.
Scholarly Findings on Affirmative Action Bans
Author: Mickey-Pabello, David
Date: 2020-10-26
Type: Reports - Descriptive
Subjects: Affirmative Action,State Legislation,Educational Policy,Diversity,African American Students,Hispanic American Students,College Admission,Selective Admission,STEM Education,Undergraduate Study,Graduate Study,Professional Education,Racial Bias,Disproportionate Representation

In November of 1996, California voted and approved Proposition 209 (also known as the California Civil Rights Initiative) by a tally of 54.55% to 45.45%. It is unknown how many of those voters voted for the initiative because the name implied that it was pro-civil rights. Nonetheless, California became the first state to ban the practice of affirmative action through a ballot initiative. Several other states followed California's lead. This policy brief provides an overview of what is known about the impact of affirmative action bans nationally and complements research specific to California. It summarizes the impacts of affirmative action bans on admission of highly qualified applicants, diversity in higher education at highly selective and less selective institutions, in graduate and professional fields including science, technology, engineering, and mathematics (STEM) degrees, and in the pool of faculty. It also synthesizes research findings that document how alternate paths to diversity do not compensate for the absence of affirmative action.
Bolstering First-Year Success through Digital Tools
Author: Maruco, T.
Date: 2020-00-00
Type: Reports - Research
Subjects: Higher Education,Information Dissemination,Access to Information,Educational Technology,Technology Uses in Education,At Risk Students,Student School Relationship,High Schools,High School Students,College Students,Academic Persistence,Student Personnel Services,Telecommunications,Student Participation,College Freshmen,Program Effectiveness,Grade Point Average,Enrollment,Summer Programs,College Readiness

To address the challenges of fostering a sense of belonging and ultimately improving academic success, the University of Southern California 's (USC's) Pullias Center for Higher Education and the Get Schooled Foundation partnered with California State University Dominguez Hills (CSUDH) to create an online tool called &quot;Toros Charge On!&quot; Building on the success of a digital college access intervention implemented in high schools across California, the &quot;Toros Charge On!&quot; campaign was designed to assist students in navigating campus resources and learning skills conducive to college success. The approach did not &quot;reinvent the wheel&quot; in terms of programming. Instead, the project was designed to amplify services already implemented by on-the-ground practitioners and increase first-year persistence through an engaging, scalable, and cost-effective digital ecosystem. Objectives of the digital approach include bolstering sense of belonging on campus, building financial literacy, promoting self-care, cultivating study skills, and fostering meaningful use of summer break. In the 2018-2019 academic year, first time, first-year students registered for the online platform program by accepting an invitation to create a &quot;Toros Charge On!&quot; Get Schooled account using their @csudh.edu email address or &quot;opting in&quot; via text. Approximately one third of CSUDH first-year students participated in the campaign. The authors tracked engagement by: (1) analyzing activity on the Get Schooled server; and (2) interviewing students and CSUDH staff about their reaction to the campaign. Regression results indicate, on average, &quot;Toros Charge On!&quot; participants experienced the following (compared to students who did not participate in the campaign): (1) higher GPA; (2) more units completed; and (3) more likely to enroll in second year. Results also suggest that &quot;Toros Charge On!&quot; was particularly beneficial for students who were not able to participate in other first-year events.
Continuous Improvement in Schools in the COVID-19 Context: A Summary Brief
Author: Myung, Jeannie
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Improvement,Best Practices,Educational Legislation,Elementary Secondary Education,Federal Legislation,Leadership Responsibility,Crisis Management,School Closing,Educational Environment,Trust (Psychology),Safety,Cooperation,Educational Resources,Educational Practices,Change Strategies

This brief summarizes key points from the report &quot;Enabling Conditions and Capacities for Continuous Improvement: A Framework for Measuring and Supporting Progress Towards the Goals of the Statewide System of Support&quot; and contextualizes the findings within the current challenge of supporting teaching and learning during a pandemic. The concept of VUCA (volatility, uncertainty, complexity, ambiguity) provides a framework for the ways in which schools are operating amid the COVID-19 crisis. In an unprecedented VUCA context, rapid cycles of improvement are essential for identifying approaches to address student needs. Even in such conditions, the enabling organizational conditions for continuous improvement--shared purpose, mutual trust, structures and resources that foster collaborative work, and the preparation and mobilization of improvement capacities--are needed to facilitate improvement and organizational learning. [For &quot;Enabling Conditions and Capacities for Continuous Improvement: A Framework for Measuring and Supporting Progress Towards the Goals of the Statewide System of Support,&quot; see ED609261.]
Expanding the Arts across the Juvenile Justice System. Policy Brief
Author: Johnson, Krystal
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Art Education,Institutionalized Persons,Correctional Institutions,Access to Education,Barriers,Educational Policy,Program Effectiveness,Sustainability,Educational Finance,Stakeholders,Educational Legislation,Elementary Secondary Education,Federal Legislation,Alignment (Education),Safety,Youth Programs

In a one-day count in 2018, an estimated 37,529 youths resided in juvenile placement facilities across the United States. While the estimated number of juveniles in residential placement facilities has dropped by more than half over 20 years, alternative placement to other government juvenile facilities continues to remove youths from their community and education, creating inequitable, unreliable or inaccessible opportunities to engage in the arts. In addition, the COVID-19 pandemic has intensified persistent inequities in the juvenile justice system, particularly access to resources related to youth well-being and developmental success, such as the arts. At the end of 2019, the Arts Education Partnership's (AEP) renewed cooperative agreement with its federal partners identified juvenile justice as a new focus area. AEP began this work with a landscape analysis on engaging the arts across the juvenile justice system, focusing on programs that employ the arts. This research found that engaging the arts across the juvenile justice spectrum of prevention, intervention, transition and healing is an area that merits further exploration. This Policy Brief captures the discussion, insights and policy considerations that came out of a Thinkers Meeting with 11 experts in the arts education and juvenile justice fields. It builds on the report, &quot;Engaging the Arts Across the Juvenile Justice System,&quot; by providing examples for building sustainable, arts-based programming. [For &quot;Engaging the Arts Across the Juvenile Justice System,&quot; see ED605530.]
Education Stabilization Funds: Rethinking K-12 Education Models
Author: Foundation for Excellence in Education
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Educational Finance,Federal Aid,COVID-19,Pandemics,Federal Legislation,Grants,Elementary Secondary Education,Program Descriptions,Distance Education,Electronic Learning

As governors across the country decide how to spend their Emergency Educational Relief (GEER funds), some are also applying to the US Department of Education's (USDE) &quot;Rethink K-12 Education Discretionary Grant Program.&quot; At $180 million, this program is comparatively small compared to the other funding streams available under the federal government's Education Stabilization Fund (part of the CARES Act). Still, it has the potential to impact millions of students, especially in states where the coronavirus pandemic has revealed stark educational inequities. The Department estimates that the average discretionary grant will be $15 million. This brief report describes the Rethink program's purpose and priority and shares considerations for states.
How to Target GEER Funding: A Playbook for Governors
Author: Foundation for Excellence in Education
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,State Government,Resource Allocation,Cost Effectiveness,Educational Technology,Technology Uses in Education,School Closing,Access to Computers,Faculty Development,Grants,Partnerships in Education,Achievement Gap,Student Needs,At Risk Students,Private Schools

As part of the Coronavirus Aid, Relief, and Economic Security Act (CARES Act), the U.S. Department of Education made available almost $3 billion for the Governor's Emergency Education Relief Fund (GEER). Governors across the nation must be strategic with their use of GEER funds to support education in the wake of the COVID-19 pandemic. This brief report begins by describing the challenge behind determining the best use of the GEER allocation. As part of the solution to this challenge, it shares four ideas governors should consider for targeted funding the can help their states respond to and prepare for the continued impacts of COVID-19. Lastly, it details four ways governors can maximize return on investment (ROI) of GEER.
Leveraging Tutors to Stem Learning Loss
Author: Foundation for Excellence in Education
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Tutors,Tutoring,COVID-19,Pandemics,Distance Education,Tutorial Programs,Electronic Learning,Educational Quality,Academic Achievement

At the height of the COVID-19 pandemic, more than 1.5 billion children around the world were displaced from their brick and mortar classrooms. In response, some school districts were able to seamlessly transition to remote learning, while others were hindered by a lack of digital devices and broadband Internet access for their students. Resulting in that some students were able to receive some form of instruction while others received little to none. Considering the academic and economic consequences of COVID-19, states should consider acting decisively to support student success. One potential method of doing so is providing tutors for students. This brief report discusses traditional tutoring programs and district collaboration as well as how tutors can help states stem the projected student learning loss due to COVID-19 school closures. It concludes with recommendations for states.
Review of Software Packages for Bayesian Multilevel Modeling
Author: Mai, Yujiao
Date: 2018-01-17
Type: Reports - Research
Subjects: Hierarchical Linear Modeling,Computer Software,Bayesian Statistics,Efficiency,Usability

Multilevel modeling is a statistical approach to analyze hierarchical data, which consist of individual observations nested within clusters. Bayesian methods is a well-known, sometimes better, alternative of Maximum likelihood methods for fitting multilevel models. Lack of user-friendly and computationally efficient software packages or programs was a main obstacle in applying Bayesian multilevel modeling. In recent years, the development of software packages for multilevel modeling with improved Bayesian algorithms and faster speed has been growing. This article aims to update the knowledge of available software packages for Bayesian multilevel modeling and therefore to promote the use of these packages. Three categories of software packages capable of Bayesian multilevel modeling including brms, MCMCglmm, glmmBUGS, Bambi, R2BayesX, BayesReg, R2MLwiN and others are introduced and compared in terms of computational efficiency, modeling capability and flexibility, as well as user-friendliness. Recommendations to practical users and suggestions for future development are also discussed. [This paper was published in &quot;Structural Equation Modeling&quot; v25 n4 p650-658 2018.]