ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathways for Gender Equality through Early Childhood Teacher Policy in China. Echidna Global Scholars Program, Discussion Paper
Author: Chi, Jin
Date: 2018-11-00
Type: Reports - Research
Subjects: Foreign Countries,Equal Education,Sex Fairness,Early Childhood Education,Preschool Teachers,Educational Policy,Womens Education,Educational Quality,Kindergarten,Sustainability,Educational Development

In spite of efforts to improve the quality of early childhood education for girls and boys globally, incorporating a gender perspective--particularly in teacher policies--remains a gap, including in China. This inattention to early childhood poses an additional barrier for countries to achieve quality education and the United Nations Sustainable Development Goals. In China, gender parity in primary and lower secondary education was achieved almost a decade ago. However, gender-based inequalities in education processes and outcomes--e.g., biased sex ratio at birth, different education aspirations, labor market discrimination, and restricted female leadership--persist as a result of deeply entrenched gender stereotypes that are formed early in life. The next step to improving gender equality in China is to provide a quality, gender-sensitive education for a harmonious and sustainable society. Fortunately, the Chinese government is promoting gender equality in schools and is set to develop policies in early childhood education and teacher quality. This paper highlights the gaps and opportunities in bringing gender equality into early childhood teacher policy in China. Drawing from a review of global examples, the paper concludes by outlining aspects at the education system and pedagogical levels to ensure gender-responsive teaching and learning for all kindergarten children so China can build upon its sustainable approach to gender equality and education development.
Educational Gaps among Ethnic Minorities: The Case of Afro-Peruvian Girls. Echidna Global Scholars Program Paper
Author: Villar-Márquez, Eliana
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Females,Public Policy,Blacks,Public Education,Womens Education,Gender Bias,Job Skills,Poverty,Economically Disadvantaged,Secondary School Students,Secondary School Teachers,Family Environment,Racial Bias,Indigenous Populations,Equal Education,Gender Differences,Parent Background,Educational Attainment,Heads of Households,Family Violence,Educational Quality

In a multicultural country like Peru, specific and disaggregated data on ethnic and racial minorities are a key resource to inform public policies about neglected populations. For decades, data on Afro-Peruvians has been both limited and inaccurate. Although there are 106 Afro-Peruvian communities, the most recent national census in October 2017 revealed that the Afro-Peruvian population consists of only 828,841 inhabitants, or 3.57 percent of the country's total. For decades, indigenous populations were considered the poorest and most vulnerable minority ethnic group in Peru. That is not always the case. Afro-Peruvian girls are either equally or more disadvantaged than their indigenous counterparts. Peru could benefit from its demographics, because 34.6 percent of its population is aged 0 to 19. However, competitiveness would require a dramatic improvement in the quality of the country's public education. Despite Peru's commitments to the Agenda 2030 and Sustainable Development Goals (SDGs) 4 and 5, the poorest Afro-Peruvian women still have fewer years of schooling than men, which makes them less competitive in the labor market and forces them to take unskilled jobs with lower salaries and few or no benefits. This policy paper relies on a desk review and fieldwork conducted in May 2018 in the community of Yapatera, in the Piura region along the northern coast. Yapatera is a poor community with a high concentration of the Afro-descendant population, located 846 kilometers from the capital city of Lima. The fieldwork included individual interviews and small group conversations. Interview subjects were administrators, teachers, and students (girls and boys in the 4th and 5th grades) at the local public secondary school, as well as community leaders, staff at the Health Center, the Women's Emergency Center, and the police station.
Examining Access and Supports for Service Members and Veterans in Higher Education. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Access and Supports for Service Members and Veterans in Higher Education (May 22, 2014). Senate Hearing 113-838
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Veterans Education,Military Personnel,Access to Education,Higher Education,Paying for College,Barriers,Educational Environment,Educational Quality,Nontraditional Students,Tuition,Student Needs,Access to Information,Student Financial Aid

The aim of this hearing of the Committee on Health, Education, Labor, and Pensions is to foster a productive conversation about how schools are meeting the needs of veterans and service members, what more can be done to ensure veterans are not putting themselves into financial trouble in order to get an education and, ultimately identify what the committee, and the Veterans committee by extension, can do to assist with these efforts. Following the opening statement by Honorable Bernard Sanders (U.S. Senator from the State of Vermont), the following senators provide statements: (1) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; (2) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (3) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (4) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (5) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; and (6) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania. Prepared witness statements are offered by: (1) Lauren Thompson Starks, Senior Policy Advisor, Office of the Under Secretary, Department of Education, Washington, District of Columbiz; (2) Thomas L. Langdon, Director, State Liaison and Educational Opportunity, Under Secretary of Defense, Personnel and Readiness, Office of the Deputy Under Secretary of Defense for Military, Community, and Family Policy, Alexandria, Virginia; (3) William Hubbard, Vice President of External Affairs, Student Veterans of America, Washington, District of Columbia; (4) David Carlson, Coordinator of Student Veteran Services, University of Vermont, Burlington, Vermont; and (5) Kimrey Rhinehardt, Vice President of Federal Relations, University of North Carolina, Chapel Hill, North Carolina.
Findings from the Fifth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). First Look. NCES 2019-130
Author: Mulligan, Gail M.
Date: 2019-02-00
Type: Numerical/Quantitative Data
Subjects: Children,Longitudinal Studies,Surveys,Outcomes of Education,Elementary School Students,Grade 5,Kindergarten,Student Characteristics,Family Characteristics,Poverty,Parent Background,Family Structure,Native Language,Reading Achievement,Mathematics Achievement,Science Achievement

The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is the third in a series of longitudinal studies of young children conducted by the National Center for Education Statistics (NCES), within the U.S. Department of Education's Institute of Education Sciences. The ECLS-K:2011 collected information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. This brief report focuses on information from the data collection conducted in the spring of 2016, when the majority of the ECLS-K:2011 students were in fifth grade. It is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and in fifth grade 5 years later during the spring of 2016. Information is presented on selected child and family characteristics, such as poverty status, parental education, family type, and primary home language, obtained when the children were in kindergarten. Estimates for these characteristics can be compared to those provided in previously released ECLS-K:2011 reports.
Gender-Sensitive Pedagogy: The Bridge to Girls&apos; Quality Education in Uganda. Echidna Global Scholars Program, Policy Brief
Author: Nabbuye, Hawah
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Teaching Methods,Gender Issues,Educational Quality,Females,Equal Education,Barriers,Educational Policy,Gender Bias,Academic Persistence,Athletics,Leadership,Employment Level,Sex Stereotypes,Dropouts,Unemployment,Teacher Attitudes,Teacher Responsibility

Despite major progress in recent decades, girls' education in Uganda faces several challenges, particularly low retention, high dropout, and a lack of skills development. The government has sought to address these issues by introducing gender-sensitive pedagogy into the curriculum and teacher training. Findings thus far suggest that this approach has not fully translated into changes in the classroom. This policy brief examines the education policies in Uganda with special attention to those that support the use of gender sensitivity in the curriculum and classroom. It explores the benefits of a gender-sensitive pedagogy and reflects upon the findings of a survey conducted with 70 teachers and 109 students from eastern and central schools in Uganda on the use and impact of this approach in schools and classrooms. Finally, this brief provides recommendations to policymakers on how to implement gender-sensitive pedagogy appropriately to improve girls' education.
5 Policy Ideas to Improve Private School Voucher Programs
Author: Campbell, Neil
Date: 2018-11-19
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Vouchers,Private Schools,Public Schools,Educational Finance,Eligibility,Income,Accountability,Student Rights,School Choice,Tax Credits,Elementary Secondary Education

While there are multiple types of programs subsidizing private education--including traditional vouchers, tax credit scholarships, and education savings account programs--they all share a common economic effect: diverting public money away from public schools to subsidize private education. The Center for American Progress believes that public money should fund public schools, whether they are neighborhood schools, magnet or specialty programs in traditional school districts, or public charter schools that are open to all students and accountable to the public. Given that hundreds of thousands of students are currently enrolled in private schools with the support of vouchers, it may not be realistic for policymakers to eliminate such programs. This document details a number of other options that could limit their growth or improve the transparency and accountability of programs that already exist. They include: (1) Phase out voucher programs and eliminate access to local funding; (2) Reduce income limits for program participation; (3) Increase accountability and transparency of existing programs; (4) Protect students' rights and ensure actual parental choice; and (5) Change the rules for tax credit scholarship programs. The Center believes that if taxpayer money does go to support private schools, those schools should be open, transparent, and accountable to the public in return for the public funding they receive. In states where it is not realistic to eliminate private school voucher programs, the recommendations outlined in this document provide guidelines to curtail opportunities for abuse and offer policy alternatives to improve the investment of public resources.
11 Ways New Governors Can Lead on Education through Executive Actions
Author: Sargrad, Scott
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: State Government,Statewide Planning,Educational Policy,Advisory Committees,Funding Formulas,Educational Development,Teaching (Occupation),Student Rights,Social Discrimination,Sexual Orientation,Sexual Identity,Educational Facilities Design,High Schools,Job Skills,School Schedules,Family School Relationship,Proprietary Schools,Charter Schools,School Safety,Civics,Sex Education,Evidence Based Practice,Discipline,State Policy

The 2018 elections were historic on many levels, with the highest turnout in a midterm year since 1914, record numbers of women winning office, and the first Native American and Muslim women ever elected to Congress. At the state level, 36 governors' races were on the ballot, and 20 newly elected governors take office in January. As these 20 new governors begin their first terms in office, they will look for ways to make clear statements about their priorities and achieve quick wins to fulfill campaign promises. Although long-term investment in education must be a major focus throughout their tenures, governors can hit the ground running on this important issue by penning executive actions, which they can issue unilaterally. While there is no shortage of important issues for new governors to tackle, education deserves to be at the forefront of every state's agenda. This issue brief describes 11 state-level executive actions--from commissions and task forces to directives and investigations--that governors can enact immediately upon assuming office: (1) Establish a school infrastructure task force; (2) Convene a funding formula commission; (3) Create a commission charged with modernizing and elevating the teaching profession; (4) Issue a declaration of students' right to be free from discrimination on the basis of sexual orientation, gender identity, and gender expression; (5) Issue a directive to redesign high schools and improve workforce readiness; (6) Form a task force to align school schedules and services with the needs of working families; (7) Initiate an investigation of the for-profit and virtual charter sectors; (8) Set up a task force on school safety and positive school; (9) Establish a commission on the status of civics education; (10) Launch a task force on sexual health and education in schools; and (11) Issue a proclamation on the need for evidence-based, positive approaches to school discipline. After a historic election that swept newly elected officials into power in Washington and across the country, it is critical that these leaders quickly enact policies that will help solve the pressing problems people face. Chief among these policies must be bold measures to improve education and support students, parents, and teachers. With any of the 11 executive actions outlined in this brief, governors can make a strong statement about their priorities and what they intend to accomplish.
ESSA Implementation in States and School Districts: Perspectives from Education Leaders. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, Second Session on Examining Every Student Succeeds Act Implementation in States and School Districts, Focusing on Perspectives from Education Leaders (February 23, 2016). Senate Hearing 114-731
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Regulation,Federal State Relationship,School Districts,Accountability,High Stakes Tests,Access to Education,Equal Education,English Language Learners,Achievement Gap

This hearing is the first of six hearings the Committee on Health, Education, Labor, and Pensions will hold to make sure that the Every Student Succeeds Act (ESSA) is being implemented in the way it was written in the states and school districts. The hearing focuses on the perspective of education leaders. After an opening statement from Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions), the following senators provide statements: (1) Honorable Patty Murray, a U.S. Senator from the State of Washington; (2) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (3) Honorable Mark Kirk, a U.S. Senator from the State of Illinois; (4) Honorable Orrin G. Hatch, a U.S. Senator from the State of Utah; (5) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; (6) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; (7) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (8) Honorable Bill Cassidy, a U.S. Senator from the State of Louisiana; and (9) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements are offered by: (1) Honorable Gary R. Herbert, Governor of Utah, Salt Lake City, Utah; (2) Randi Weingarten, President, American Federation of Teachers, AFL-CIO, Washington, District of Columbia; (3) Becky Pringle, Vice President, National Education Association, Washington, DC; (4) Tony Evers, State Superintendent of Public Instruction, Wisconsin Department of Public Instruction, Madison, Wisconsin; (5) David R. Schuler, Superintendent of Schools, Township High School District #214, Arlington Heights, Illinois; (6) Kati Haycock, President, The Education Trust, Washington, DC; and (7) Delia Pompa, Senior Fellow of Education Policy, Migration Policy Institute, Washington, DC. Additional materials include: (1) a letter from the National Governors Association; and (2) a report titled &quot;A Framework of Indicators for School Success,&quot; American Federation of Teachers, AFL-CIO.
The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan. Echidna Global Scholars Program, Policy Paper
Author: Naveed, Sumbal
Date: 2018-11-00
Type: Reports - Research
Subjects: Foreign Countries,Political Issues,Government Role,Females,War,Barriers,Access to Education,Equal Education,Gender Bias,Educational Quality,Educational Finance,Women Faculty,Teacher Competencies,Governance,Single Sex Schools,Transportation,Cultural Influences,Equal Opportunities (Jobs),Attitude Change,Social Attitudes,Males,Educational Planning,Community Involvement

The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
Next Steps in K-12 Education: Examining Recent Efforts to Implement the Every Student Succeeds Act. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (June 23, 2016). Serial Number 114-52
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Educational Change,Government Role,Compliance (Legal),Accountability,State Government,Federal Government,Local Government,At Risk Students,Disadvantaged Youth,Delivery Systems,Student Rights,Educational Finance,Educational Quality,Equal Education,Public Education

This document records testimony from a hearing held to examine recent efforts to implement the Every Student Succeeds Act. Member statements were presented by: (1) Honorable John Kline, Committee on Education and the Workforce; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce. Witness statements were presented by: (1) Daria Hall, Interim Vice President, Government Affairs and Communications, The Education Trust, Washington, D.C.; (2) Cassie Harrelson, Math Teacher, Aurora Public Schools, Aurora, Colorado; (3) Honorable John B. King, Secretary, U.S. Department of Education, Washington, D.C.; (4) Dr. Stephen L. Pruitt, Commissioner of Education, Kentucky Department of Education; and (5) Dr. David R. Schuler, Superintendent, Township High School District 214, Arlington Heights, Illinois. Additional submissions were presented by Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce: Press Release, Letter dated June 22, 2016, to Secretary King, and Letter dated June 23, 2016, to Secretary King. Questions were submitted for the record by: (1) Honorable Matt Salmon, Representative in Congress from the State of Arizona; (2) Honorable John Kline, Chairman of the Committee; (3) Honorable Luke Messer, Representative in Congress from the State of Indiana; (4) Honorable Elise Stefanik, Representative in Congress from the State of New York; and (5) Honorable Brett Guthrie, Representative in Congress from the State of Kentucky. Responses to questions submitted for the record were provided by: (1) Ms. Harrelson; (2) Secretary King; (3) Dr. Pruitt; and (4) Dr. Schuler.
Improving Federal Student Aid to Better Meet the Needs of Students. Hearing before the Subcommittee on Higher Education and Workforce Development, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (March 21, 2017). Serial Number 115-10
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Aid,Student Financial Aid,College Students,Student Loan Programs,Loan Repayment,Federal Programs,Financial Aid Applicants,Grants,Federal Legislation,Access to Education,Access to Information,Graduation,Loan Default,Higher Education,Educational Legislation

This document records testimony from a hearing held to examine ways in which federal student aid could be improved to better meet the needs of students. Member statements were presented by: (1) Honorable Susan A. Davis, Ranking Member, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Brett Guthrie, Chairman, Subcommittee on Higher Education and Workforce Development. Witness statements were presented by: (1) Dr. Matthew M. Chingos, Senior Fellow, Urban Institute, Washington, DC; (2) Kristin Conklin, Founding Partner, HCM Strategists, Washington, DC; (3) Youlonda Copeland-Morgan, Vice Provost of Enrollment Management, University of California, Los Angeles; and (4) Joellen Soucier, Executive Director of Financial Aid, Houston Community College System, Houston, Texas. Additional submissions were presented by: (1) Honorable Alma S. Adams, Representative in Congress from the State of North Carolina: Letter dated March 30, 2017, from United Negro College Fund, Inc. (UNCF); (2) Mrs. Copeland-Morgan: Article: The University of California at a Glance; and (3) Honorable Joe Courtney, Representative in Congress from the State of Connecticut: Article: The Next Victims of the Student Debt Crisis: Mom and Dad. Questions for the record were submitted by: (1) Ms. Adams; (2) Mrs. Davis; (3) Chairman Guthrie; (4) Honorable Adriano Espaillat, Representative in Congress from the State of New York; (5) Honorable Virginia Foxx, Representative in Congress from the State of North Carolina; and (6) Honorable Mark Takano, Representative in Congress from the State of California. Responses to questions submitted for the record were provided by: Dr. Chingos, Ms. Conklin, Mrs. Copeland-Morgan, and Ms. Soucier.