ethanporcaro/eric-fulltext-meta huggingface dataset:
Portfolio of Choice: Charter Schools. Brief
Author: Robson, Kelly
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: School Choice,Charter Schools,School Districts,State Policy,Educational Policy,Institutional Characteristics,Educational Quality,School Law,Public Schools,Enrollment Trends,Low Income Students,African American Students,Special Needs Students,Accountability,School Administration,Misconceptions,Race,Geographic Regions,Educational Trends,Trend Analysis,School Effectiveness,Best Practices,Elementary Secondary Education,Minority Group Students

For nearly three decades, charter schools have provided families with a public school alternative to traditional district schools, but they have not been without controversy. Charter schools often come under fire for &quot;privatizing&quot; education, for &quot;creaming&quot; the best students, or for taking money from district schools. The schools themselves--and the policies that govern them--are often misunderstood. The goal of this brief is to provide state policymakers with a clear baseline of information about charter schools: what they are (and are not), how they work, who they serve, and how the policies that shape them can be strengthened to ensure that the students attending charter schools receive a high-quality education. Among the key takeaways are: (1) Forty-five states and Washington, DC, have charter school laws in place; (2) Approximately 6 percent of all public school students nationwide attend a charter school, and enrollment continues to increase at an average annual growth rate of approximately 9 percent; (3) On average, charter schools enroll higher rates of low-income, Black, and Latino students compared to district schools; however, they enroll comparatively smaller rates of students with special needs; and (4) While most traditional public school students live in suburban and rural areas, most charter school students live in cities. This publication is one of seven in a series of briefs on school choice from the National Comprehensive Center.
Becoming Trauma Informed: Adverse Childhood Experiences (ACEs) and Trauma--Implications for Schools. TI Brief #1
Author: Manian, Nanmathi
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Trauma,Child Development,Well Being,Educational Environment,Educational Practices,Child Abuse,Child Neglect,Family Relationship,Brain Hemisphere Functions,Mental Health,Physical Health,Literacy,Academic Achievement,Elementary Secondary Education,Kindergarten,Preschool Children,Children,Adolescents

The purpose of this document is to briefly introduce the research on Adverse Childhood Experiences (ACEs) and trauma and their relevance to schools. ACEs are acute or chronic events that threaten the child's physical or emotional well-being. This brief answers the following questions: (1) What are ACEs? (2) How common are ACEs? (3) What is trauma? (4) What is the impact of ACEs and trauma on children and youth? (5) What is impact of ACEs and trauma in the school setting? and (6) Why do we need trauma-informed practices in schools? [Cover title varies: &quot;Becoming Trauma Informed: Adverse Childhood Experience and Trauma--Implications for School.&quot;]
Portfolio of Choice: Dual Enrollment. Brief
Author: Robson, Kelly
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,High School Students,College Credits,College School Cooperation,High Achievement,Educational Policy,Policy Analysis,Outcomes of Education,State Policy,White Students,Minority Group Students,Disproportionate Representation,Socioeconomic Status,School Location,Low Income Groups,School Choice,Advanced Placement,Eligibility,Race,Ethnicity,Teacher Qualifications,Enrollment Trends,Student Characteristics

Dual enrollment programs, which allow high school students to earn postsecondary credits through partnerships between secondary and postsecondary institutions, are one of several approaches to enabling students to earn postsecondary credit while in high school. These programs provide high-achieving students with access to more rigorous coursework, but they can also offer other students a glimpse of what postsecondary coursework looks like. The goal of this brief is to provide an overview of the dual enrollment policy landscape, including a discussion of the various components of dual enrollment policies, an overview of student participation and outcomes, and suggestions for policymakers looking to strengthen their states' dual enrollment policies. Among the key takeaways are: (1) Dual enrollment programs operate in all 50 states and the District of Columbia; (2) During the 2015-16 school year, about 8 percent of students participated in dual enrollment. White students tend to be overrepresented among dual enrollment participants, while Black and Hispanic students are underrepresented; and (3) Nearly 70 percent of high schools offer dual enrollment programs nationwide; however, urban high schools and those serving large populations of low-income students are less likely to offer dual enrollment programs than suburban and rural schools, and schools serving smaller populations of low-income students. This publication is one of seven in a series of briefs on school choice from the National Comprehensive Center.
Becoming Trauma Informed: Taking the First Step to Becoming a Trauma-Informed School. TI Brief #2
Author: Manian, Nanmathi
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Trauma,Mental Health,Health Needs,Teaching Methods,Equal Education,Educational Change,Change Strategies,Academic Achievement,Social Emotional Learning,Systems Approach,Comparative Analysis,Program Implementation,Behavior Problems,Discipline,Teacher Student Relationship,Educational Benefits,Faculty Development,Screening Tests,Educational Environment,Guides,Kindergarten,Elementary Secondary Education,Child Development

Addressing the surge in mental health and social and emotional needs of students and staff will be critical in the upcoming years. The increased understanding of the prevalence of adverse childhood experiences (ACEs) and trauma, and their negative effects on the social, emotional, and academic success of students, has propelled a growing number of schools, districts, and states to explore ways to implement trauma-informed (TI) approaches. With the goal of creating learning environments that are responsive to all students, but especially to the needs of trauma-exposed children and youth, the implementation of TI approaches is getting to be recognized as an effective practice and systems-change strategy toward achieving the goal of educational equity. This resource brief provides information on the principles and components of TI approaches, as well as guidance for initial steps of implementation for schools, districts, and states, in an effort to improve social, emotional, and academic outcomes for students. Resource links containing more details on TI implementation are provided throughout the brief as well as at the end.
Portfolio of Choice: School Choice in Rural Communities. Brief
Author: Robson, Kelly
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: School Choice,Rural Areas,Rural Schools,Access to Education,Private Schools,Open Enrollment,Dual Enrollment,Home Schooling,Virtual Schools,Barriers,Educational Policy,Program Implementation,Elementary Secondary Education,Transportation,Educational Finance,Teacher Recruitment,Teacher Persistence,Equal Education,Educational Trends

The goal of this brief is to examine the extent to which different school choice policies have been implemented in rural communities, identify the barriers, and provide recommendations for policymakers looking to expand access to school choice in rural communities. The school choice policies discussed in this brief include: (1) Charter schools; (2) Private school choice programs; (3) Open enrollment; (4) Dual enrollment; (5) Homeschooling; and (6) Virtual schooling. The final section of this brief offers a discussion of the main barriers facing policymakers and education officials in implementing school choice policies in rural communities and recommendations for addressing them. Key takeaways are: (1) Rural schools educate nearly 20 percent of all public, preK-12 students nationwide; (2) Only 32 percent of rural families have access to school choice, compared to 41 percent of families overall, and 53 percent of urban families; (3) Transportation, enrollment and funding, and teacher recruitment and retention are challenges that underlie nearly all types of school choice; and (4) Policymakers can support equitable access to school choice in rural communities by addressing underlying challenges, as well as incentivizing collaboration across school types and collecting data to understand trends in school choice by geography. This publication is one of seven in a series of briefs on school choice from the National Comprehensive Center.
Degrees of Progress: The State of Higher Education in Oklahoma. 2020 Annual Report
Author: Oklahoma State Regents for Higher Education
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: State Colleges,State Universities,Undergraduate Students,Paying for College,Tuition,Fees,Enrollment Trends,Educational Trends,Remedial Programs,Outcomes of Education,School Holding Power,Graduation Rate,Academic Degrees,Educational Attainment,Endowment Funds,College Faculty,Teacher Recruitment,Partnerships in Education,Study Abroad,Federal Programs,Student Financial Aid,Scholarships,College Preparation,Community Colleges,Economic Impact,Higher Education,Education Work Relationship,State Aid,Costs,Employment Level,Job Skills,Income,Federal Aid,Student Loan Programs,College Entrance Examinations,Family Programs,Welfare Services

Since the onset of the COVID-19 crisis, public colleges and universities have prioritized the health and safety of students, faculty, staff and visitors while continuing to offer an exceptional, affordable learning environment. Public higher education has been agile and responsive. In March 2020, the state system institutions transitioned more than 173,000 students from in-person instruction to alternative or online instruction, with limited exceptions for certain labs and practicums. These institutions added over 4,800 more nurses, doctors and other credentialed allied health professionals to the state's health care workforce during the COVID-19 crisis in spring 2020. This annual report reflects significant progress as a state system, continued commitment to excellence and innovation, and strong partnerships with common education, CareerTech, and the business community to meet Oklahoma's workforce needs. No other entity in state government drives economic growth and strengthens workforce development as directly and comprehensively as public higher education. There is no better investment to move Oklahoma forward in this dynamic, global economy. The following contents are included in this annual report: (1) Role of the State Regents; (2) Higher Education Update; (3) Strategic Direction; (4) Higher Education in Oklahoma; (5) Academics; (6) Financial Aid; (7) Student Preparation; (8) Economic Development; (9) Fiscal; (10) Institutional Highlights; and (11) Administrative Organization. [For the 2019 report, see ED609065.]
Portfolio of Choice: Virtual Schooling. Brief
Author: Robson, Kelly
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: School Choice,Electronic Learning,Virtual Schools,Enrollment,Elementary Secondary Education,Online Courses,Blended Learning,Conventional Instruction,Educational Policy,Public Schools,Private Schools,Magnet Schools,Teacher Recruitment,Teacher Student Ratio,Attendance,Educational Finance,Accountability,Best Practices

Today, nearly all states either offer or allow digital learning in some form, with instruction provided by a variety of providers. This instruction typically takes one of three forms: (1) Full-time virtual schools: Students take their entire course load online via an independent, charter, or district-sponsored program; (2) Blended learning models: Students take a mix of online and face-to-face instruction throughout the school day, within a brick-and-mortar setting; and (3) Online coursework: Individual courses that students who attend school in traditional brick-and-mortar schools take to supplement or expand their education. Enrollment in virtual schools, blended learning schools, and online coursework has increased steadily over the last two decades as the use of computers and tablets for learning has become more common. Given the growth, policymakers need to understand the challenges facing virtual schools and the opportunities they provide to ensure that families have access to high-quality virtual school options. This brief focuses primarily on full-time virtual schools. Its goal is to provide policymakers with an understanding of the policy landscape in which virtual schools are operating as well as an overview of the types of entities that operate virtual schools, the students who enroll in them, and their performance. This publication is one of seven in a series of briefs on school choice from the National Comprehensive Center.
Prioritizing Teachers: Importance of Self-Care and Adult Social and Emotional Competencies. TI Brief #4
Author: Manian, Nanmathi
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Districts,Daily Living Skills,Mental Health,Health Needs,Capacity Building,COVID-19,Pandemics,Stress Variables,Faculty Development,Trauma,Teacher Attitudes,Teaching Methods,Social Emotional Learning,Adult Education,Active Learning,Teacher Student Relationship,Outcomes of Education,Wellness,Elementary Secondary Education

It is critical that states and districts support teachers by addressing their mental health and social and emotional needs, as well as by increasing their capacity to manage and teach students in the aftermath of COVID and its accompanying stressors. In order to create a supportive, trauma-informed classroom, it is imperative that instructors not only identify and deal with their own stress but also regularly engage in self-care. The focus of this brief is on the professional development (PD) for teachers as part of implementing trauma-informed (TI) approaches in schools (Brief #2 -- &quot;Becoming Trauma Informed: Taking the First Step to Becoming a Trauma-Informed School&quot; [ED615773]). The brief highlights two critical components of these PD trainings--self-care, and adult social and emotional learning competencies, commonly referred to as &quot;adult SEL.&quot; The goal of the brief is to provide education practitioners at the school, district, and state level with the critical components needed to develop a tailored approach to conducting PD.
Implementing Trauma-Informed Practices in Rural Schools. Brief
Author: Manian, Nanmathi
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Trauma,Rural Schools,Child Development,School Districts,Educational Environment,Educational Planning,Scientific Research,Learning Processes,Barriers,School Safety,Self Control,Social Emotional Learning,Teaching Methods,Incidence,Child Abuse,Child Neglect,Family Relationship,Brain Hemisphere Functions,Natural Disasters,Community Characteristics,Violence,Behavior Problems,Learning Problems,Interpersonal Competence,Program Descriptions,Educational Practices,Kindergarten,Elementary Secondary Education,Preschool Children,Children,Adolescents

School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will require adaptations of the TI approaches. Therefore, this brief seeks to highlight the need for, and the importance of, implementing TI approaches in rural school communities, and shares recommendations for planning and implementation by schools and districts. The brief is intended for educators, leaders, and practitioners at the school, district, and state level who are in the initial stages of considering TI approaches and/or planning the implementation process. Section I provides an overview of the research on adverse childhood experiences (ACEs) and the effects of trauma on learning and development. Section II provides an overview of TI approaches and critical components. Section III highlights ACEs and trauma-related issues experienced in rural school communities, offers strategies to implement the key elements of TI approaches, and addresses some of the potential challenges. Section IV discusses the implementation of TI approaches in rural contexts.
Portfolio of Choice: Private School Choice Programs. Brief
Author: Robson, Kelly
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: School Choice,Private Schools,Educational History,School Desegregation,Educational Finance,State Policy,Educational Quality,Kindergarten,Elementary Secondary Education,Eligibility,Financial Support,Special Needs Students,Low Income Groups,Educational Vouchers,School Districts,Expenditure per Student,Race,Scholarships,Enrollment Trends,Trend Analysis,Accountability,Academic Achievement,Parent Attitudes,Outcomes of Education,Religious Schools,Tax Credits

Private school choice programs are frequently mired in political and legal controversy. Two primary factors fuel this controversy. First, these programs trace their roots to the 1960s in the height of school desegregation. Tuition-grant laws came forth across the South during this period, enabling White families to access public funds to pay tuition at private schools instead of sending their children to racially mixed public schools. Second, many of the schools that receive public funds through these programs are explicitly religious, creating debate over their constitutionality. Despite the controversy, private school choice programs currently operate in 31 states, D.C., and Puerto Rico, and serve approximately 1.4 million students. The goal of this brief is to provide state policymakers with a clear understanding of the fact-base underlying private school choice programs: what they are, how they work, who they serve, and how the policies that shape them can be strengthened to ensure that the students attending private schools through these programs receive a high-quality education. This publication is one of seven in a series of briefs on school choice from the National Comprehensive Center.
American Indian/Alaska Native Students in Oregon: A Review of Key Indicators
Author: Oregon Department of Education
Date: 2020-03-00
Type: Numerical/Quantitative Data
Subjects: American Indian Students,Alaska Natives,American Indian Education,Public Education,Enrollment,Academically Gifted,Gifted Education,Geographic Distribution,Multiracial Persons,Hispanic American Students,Student Mobility,Bilingual Students,Economically Disadvantaged,Homeless People,Students with Disabilities,Special Education,Academic Achievement,Low Income Students,Student Characteristics,Language Arts,Mathematics Achievement,Grade 9,Discipline,Graduation Rate,Attendance Patterns,High School Graduates,Postsecondary Education,English Language Learners,State Legislation,Educational Legislation,Elementary Secondary Education,American Indian History

The Oregon Department of Education has prepared this 2020 report on American Indian/Alaska Native (AI/AN) Students in Oregon after feedback on the original report issued in November 2017 (ED591048) from Oregon's nine federally recognized tribes in Oregon and other parties. This report includes additional indicators such as homelessness, mobility and Talented and Gifted Education. Further, this report includes data on students who identify as AI/AN + Multi-Racial and AI/AN + Latino/a/x. In other department reports these students would be included in the counts and percentages only for Hispanic/Latino and Multi-Racial and did not have their native identity counted. Therefore, this report presents each indicator broken down into five detailed race/ethnicity categories: (1) AI/AN--Alone: Students who just identify as AI/AN with no other identified race/ethnicity; (2) AI/AN + Latino/a/x: Students who identify as AI/AN and Hispanic Latino. On other reports these students are counted as Hispanic/Latino; (3) AI/AN + Multi-Racial: Students who identify as AI/AN and one or more additional racial identities. On other reports these students are counted as Multi-Racial; (4) AI/AI-- Combination: Any student who identifies as AI/AN or AI/AN in combination with any other race or ethnicity (the sum of categories 1, 2, and 3); and (5) Non-Native Identified (Non-AI/AN): These students do not identify as AI/AN.
Portfolio of Choice: Homeschooling. Brief
Author: Robson, Kelly
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Home Schooling,Outcomes of Education,Educational Policy,Parent Attitudes,Access to Education,Educational Quality,Privacy,Religious Factors,School Choice,Safety,Elementary Secondary Education,State Legislation,Trend Analysis,Political Attitudes,Race,Rural Areas,Urban Areas,Suburbs,Policy Formation,Kindergarten,Family Characteristics,Best Practices,Instructional Materials,Curriculum

Consistent, reliable data are hard to come by given vastly differing opinions on the role states should play in creating structures, tracking data, and monitoring outcomes on homeschooling. The goal of this brief is to cut through some of this complexity and provide policymakers with an objective resource on homeschooling, including what is known about the students and families who participate in homeschooling and how policymakers might think about crafting policies that both allow for parental choice and ensure that all students have access to a high-quality education that meets their needs. Key takeaways include: (1) All 50 states and the District of Columbia have laws or policies in place related to homeschooling; (2) States differ substantially in whether and how they capture data on homeschooling, making comprehensive analyses nearly impossible; (3) Due to limited empirical evidence and the wide variance in regulation across the country, there is no definitive research on the academic outcomes of homeschooled students. That being the case, there is no evidence of either positive or negative effects; and (4) Since many homeschooling families choose this option for privacy, religious, or political reasons, policymakers must balance their obligation to collect data and provide safe environments for students with parental autonomy. This publication is one of seven in series of briefs on school choice from the National Comprehensive Center.