ethanporcaro/eric-fulltext-meta huggingface dataset:
National Reference Test 2021: Factors Affecting Attainment--Research into Student and School Level Characteristics Associated with Changes in Performance during COVID-19 Disruption
Author: Benson, Louise
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: National Competency Tests,English,Language Tests,Mathematics Tests,Mathematics Achievement,Comparative Analysis,Academic Ability,COVID-19,Pandemics,Correlation,Test Results,Achievement Gap,Longitudinal Studies,Trend Analysis,Socioeconomic Influences,Student Characteristics,Institutional Characteristics,Geographic Regions,Grading,Decision Making,English (Second Language),Second Language Learning,Gender Differences,Ethnicity,Special Needs Students,Students with Disabilities,Attendance,School Closing,Educational History,Item Response Theory,Secondary School Students,Foreign Countries,Tables (Data)

Each year the National Reference Test (NRT) reports the proportions of students achieving at or above three key GCSE grades in English and mathematics. The NRT is therefore uniquely placed as a Key Stage 4 assessment which compares performance directly at ability level, to contribute to the evidence on the impact of disruption to education due to the COVID-19 pandemic. The main NRT outcomes, reported in the 2021 National Reference Test Results Digest (ED627839), show overall performance on the NRT in English and mathematics over time indicating how the subjects may have been impacted as a whole. This report describes whether the gaps in performance between students and schools, based on a range of demographic and attainment variables, changed significantly between 2020 and 2021. Two key themes were explored as part of this research: socio-economic factors and prior performance. Additionally, the analysis included a range of other demographic factors at both student- and school level that could potentially play a role in explaining how the impact of disruption due to the pandemic may vary across the population.
&quot;Leaks&quot; in the Educator Pipeline: Wisconsin Educator Preparation Program Completers Working in Illinois and Minnesota Public Schools
Author: Region 10 Comprehensive Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Beginning Teachers,College Graduates,Occupational Mobility,Teacher Placement,Teacher Characteristics,Teacher Certification,Labor Market,Teacher Employment,Employment Patterns,Teacher Supply and Demand

This summary of the policy brief &quot;Leaks in the Educator Pipeline: Wisconsin Educator Preparation Program (EPP) Completers Working in Illinois and Minnesota Public Schools&quot; examines one type of &quot;leak&quot; in the Wisconsin educator pipeline. The source of these &quot;leaks&quot; are recent graduates from one of the state's 40+ educator preparation programs (EPPs) electing to work in Illinois or Minnesota public schools. The policy brief represents an attempt to quantify how many prospective educators Wisconsin &quot;loses&quot; in a given year to two of its neighboring states. [For the full brief, see ED627857.]
Revisiting Your Hiring Timeline: The Benefits of Early Hiring. Brief
Author: Region 8 Comprehensive Center
Date: 2022-12-02
Type: Reports - Descriptive
Subjects: Teacher Recruitment,School Districts,Personnel Selection,Time,Change Strategies,Elementary Secondary Education

The Region 8 Comprehensive Center collaborated with the Indiana Department of Education to evaluate the obstacles many districts face in the teacher hiring process. The brief further discusses the importance of hiring timelines, benefits and barriers of early hiring, and recommendations and strategies for revising hiring timelines.
Does It Pay to Pay Teachers More? Evidence from Texas. Policy Brief
Author: Hendricks, Matthew D.
Date: 2013-11-00
Type: Reports - Research
Subjects: Teacher Salaries,Labor Turnover,Teacher Persistence,Teaching Experience,Academic Achievement,Academic Persistence,Value Added Models,Correlation,Productivity

This study presents robust evidence on the relationship between teacher pay and turnover using detailed panel data from Texas. While controlling for changes in district and local labor market characteristics, the author estimates an overall turnover elasticity of -1.4 and shows that the effect is largest for inexperienced teachers, declines with experience, and disappears around 19 years of experience. Combining these results with what is known about the relationship between teacher value-added and experience, the author shows that paying teachers more improves student achievement through higher retention rates. The results also suggest that adopting a flat salary schedule may be a cheap way to improve student performance. The author finds no evidence that pay effects vary by the teacher's gender or subject taught.
Charter School Funding Disparities: Los Angeles, California
Author: Heape Johnson, Alison
Date: 2023-04-00
Type: Reports - Research
Subjects: Charter Schools,Educational Finance,Educational Equity (Finance),School Districts,Kindergarten,Elementary Secondary Education,Funding Formulas,State Departments of Education,School Choice,State Legislation,Public Schools,Taxes,Federal Aid,State Aid,Resource Allocation,Student Characteristics,Lunch Programs,Eligibility,Foster Care,English Language Learners,Race,Special Education,Enrollment Trends

Approximately 20 percent of the public school students in the City of Los Angeles attend a charter school. Los Angeles is home to the second-largest school district in the nation. The School Choice Demonstration Project research team has documented disparities between traditional public school (TPS) and charter school funding in Los Angeles Unified School District (LAUSD) since the 2002-03 school year. Throughout these reports, TPS in LAUSD have consistently received more funding per pupil than charter schools in LAUSD--anywhere from 22 to 40 percent more. In 2013, the California Legislature changed the way public schools had been funded for the last 40 years by establishing the Local Control Funding Formula (LCFF), a funding mechanism intended to increase funding equity. In this report, the authors investigate the status of the TPS-charter school funding gap a year after the full implementation of the LCFF. The authors use official financial documents from the California Department of Education and LAUSD to account for every dollar TPS and charter schools received in the 2019-20 school year, including in-kind services. [Additional funding for this report was provided by City Fund.]
What Matters Most: Critical Student Issues Impacting Their Higher Education Experience, Persistence and Completion
Author: State Council of Higher Education for Virginia (SCHEV)
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: College Students,Academic Persistence,Time to Degree,Educational Attainment,Student Experience,College Preparation,Education Work Relationship,Student Needs,Group Membership,Interpersonal Relationship,Mental Health,Well Being,Educational Practices,Social Support Groups,Cognitive Mapping,Graduation

Students are the core of higher education. At its best, higher education and &quot;college&quot; transforms students, equipping them with life-long learning skills, a degree in hand, and well-rounded academic coursework, experiences and advising to prepare for life and a career. Critical student issues, however, challenge this transformation by affecting their higher education experience, persistence (staying in &quot;college&quot;) and completion (finishing &quot;college&quot;). By default, then those issues matter the most. This report and the contents therein seeks to identify those critical student issues, as well as the challenges that institutions face when addressing them, and formulate recommendations at the institution and state/system levels that improve the student experience, persistence and completion. The context for the review and the process for issue identification are intentionally brief to elevate what matters most -- the critical student issues. Appendix A offers more details on the background and process through which critical student issues and the challenges institutions face in addressed them were identified.
Score Academy High School: A Three-Year Program Evaluation. Getting and Keeping Students on a Path to Graduation
Author: Rhea, Anisa
Date: 2023-03-00
Type: Reports - Research
Subjects: Nontraditional Education,High School Students,Program Evaluation,Credits,Graduation Requirements,Teacher Attitudes,Student Attitudes,Graduation Rate,Program Improvement,Correlation,Comparative Analysis,Counselor Attitudes,Coaching (Performance),Administrator Attitudes

Wake County Public School System (WCPSS) SCORE Academy is an alternative learning high school composed of two distinct programs. SCORE Academy Re-engagement (A) serves students who are 16 to 21 years old and need to earn between one and 10 credits toward graduation. SCORE Academy Reassignment (B) serves students who have been reassigned by the WCPSS Discipline Review Committee (DRC) in lieu of receiving a long-term suspension. This report evaluates each program's outcomes. Qualitative data collected from staff and students within each program show evidence of strong, positive relationships. An examination of credit accumulation across school years shows evidence of the program's established goals being partially met. SCORE Academy A students who were enrolled in the program for five months or less in 2020-21 or 2021-22 earned, on average, two credits, thereby meeting the semester goal. Students who were enrolled for more than five months did not, on average, meet the yearly goal of four credits earned. In 2021-22, most of the students (86%) in SCORE Academy B were enrolled for five months or less and earned, on average, two credits, missing the goal of three or more credits. The official graduation rates for SCORE Academy in 2020 (48.9%) and 2022 (44.0%) exceeded the goal of 40%, and five-year graduation rates were higher, hovering around 60%. SCORE Academy B students who returned to their base high schools had comparatively lower graduation rates with no added value in examining the five-year rate. Based on these findings, recommendations are given to improve program transparency and adjust program goals.
Economic Benefits of Meeting the Ambitions Set out in the Schools White Paper
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Educational Policy,Institutional Mission,Reading Achievement,Writing Achievement,Mathematics Achievement,Achievement Gains,English,Elementary School Students,Secondary School Students,Outcomes of Education,Student Improvement,Academic Standards,Grades (Scholastic),Exit Examinations,Salaries,Longitudinal Studies,Foreign Countries,Educational Benefits,Educational Attainment,Economic Factors

This government's Levelling Up mission for schools is that, by 2030, 90% of children will leave primary school having achieved the expected standard in reading, writing and maths, up from 65% in 2019. In addition, this white paper sets an ambition to increase the national GCSE average grade in both English language and in maths from 4.5 in 20193 to 5, for all secondary school pupils by 2030. In this report it is estimated the economic returns associated with achieving these ambitions. To achieve the Levelling Up mission, around one in four pupils will need to make sufficient improvements in Key Stage 2 (KS2) attainment by 2030 to reach the expected standard. It is estimated that the size of the attainment improvement will need to be equivalent to 0.87 of a standard deviation, or around 10 months of progress.
COVID-19 School Closures, Learning Losses and Intergenerational Mobility. Policy Research Working Paper 10381
Author: Azevedo, João Pedro
Date: 2023-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Social Differences,Equal Education,International Organizations,Social Mobility,Educational Attainment,Parent Child Relationship,Access to Education,Socioeconomic Status,Learning Processes,Barriers,Parent Background,Outcomes of Education,Developing Nations,Developed Nations,Income,Enrollment Trends,Simulation,Measurement Techniques,Foreign Countries

The paper presents a first global investigation of the longer-term inequality implications of COVID-19 by examining the effect of school closures on the ability of children from different countries and backgrounds to engage in continued learning throughout the pandemic, and their implications for intergenerational mobility in education. The analysis builds on the data from the Global Database of Intergenerational Mobility, country-specific results of the learning loss simulation model using weekly school closure information from February 2020 to February 2022, and high-frequency phone survey data collected by the World Bank during the pandemic to assess the incidence and quality of continued learning during periods of school closures across children from different backgrounds. Based on this information, the paper simulates counterfactual levels of educational attainment and corresponding absolute and relative intergenerational educational mobility measures with and without COVID-19 impacts, to arrive at estimates of COVID-19 impacts. The simulations suggest that the extensive school closures and associated learning losses are likely to have a significant impact on both absolute and relative intergenerational educational mobility in the absence of remedial measures. In upper-middle-income countries, the share of children with more years of education than their parents (absolute mobility) could decline by 8 percentage points, with the largest impacts observed in the Latin America region. Furthermore, unequal access to continued learning during school closures across children from households of different socioeconomic backgrounds (proxied by parental education levels) leads to a significant decline in relative educational mobility. [This report was prepared by the World Bank Poverty and Equity Global Practice &amp; Education Global Practice.]
The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala. Policy Research Working Paper 10308
Author: Ham, Andres
Date: 2023-02-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,Dropouts,Student Promotion,Student Mobility,Dropout Rate,Public Schools,Private Schools,Age Differences,School Closing,Student Characteristics,Preschool Education,Elementary Secondary Education

This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a &quot;stoplight&quot; system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences. [This paper is a product of the Education Global Practice.]
Cognitive and Socioemotional Skills in Low-Income Countries: Measurement and Associations with Schooling and Earning. Policy Research Working Paper 10309
Author: Danon, Alice
Date: 2023-02-00
Type: Reports - Research
Subjects: Developing Nations,Comparative Analysis,Cognitive Ability,Social Emotional Learning,Rural Areas,Validity,Reliability,Correlation,Measurement Techniques,Intelligence Tests,Sampling,Foreign Countries,Educational Attainment,Salaries,Immigration,Labor Force,Longitudinal Studies,Academic Achievement,Surveys,Elementary School Students,Secondary School Students,Language Tests,Mathematics Tests,Urdu,English (Second Language),Second Language Learning,Rating Scales,Measures (Individuals),Personality Traits,Task Analysis,Young Adults,Education Work Relationship,Literacy,Numeracy,Age Differences,Mothers,Fathers,Socioeconomic Status

This paper assesses the reliability and validity of cognitive and socioemotional skills measures and investigates the correlation between schooling, skills acquisition, and labor earnings. The primary data from Pakistan incorporates two innovations related to measurement and sampling. On measurement, the paper develops and implements a battery of instruments intended to capture cognitive and socioemotional skills among young adults. On sampling, the paper uses a panel that follows respondents from their original rural locations in 2003 to their residences in 2018, a period over which 38 percent of the respondents left their native villages. In terms of their validity and reliability, our skills measures compare favorably to previous measurement attempts in low- and middle-income countries. The following are documented in the data: (a) more years of schooling are correlated with higher cognitive and socioemotional skills; (b) labor earnings are correlated with cognitive and socioemotional skills as well as years of schooling; and (c) the earnings-skills correlations depend on respondents' migration status. The magnitudes of the correlations between schooling and skills on the one hand and earnings and skills on the other are consistent with a widespread concern that such skills are under-produced in the schooling system. [This report was prepared by the World Bank Group's Development Research Group, Development Economics. Funding was provided by RISE and World Bank's Strategic Research Program Fund.]
&quot;Leaks&quot; in the Educator Pipeline: Wisconsin Educator Preparation Program (EPP) Completers Working in Illinois and Minnesota Public Schools
Author: Carl, Bradley
Date: 2022-09-00
Type: Reports - Research
Subjects: Teacher Education Programs,College Graduates,Teacher Supply and Demand,Teacher Placement,Occupational Mobility,Labor Market,Teacher Employment,Employment Patterns,Beginning Teachers

This policy brief examines one type of &quot;leak&quot; in the Wisconsin educator pipeline, a leak in the number of recent graduates from one of the state's 40+ educator preparation programs (EPPs) electing to work in Illinois or Minnesota public schools. While this group is numerically small, with just 38 Wisconsin 2017-18 EPP completers working in Illinois in 2018-19 and another 287 working in Minnesota, these subgroups combined represent almost 7% of all Wisconsin EPP completers from 2017-18. Additionally, nearly one-fifth (19.8%) of Wisconsin EPP completers were not working in Wisconsin public schools the following year. Available data only allow us to look at losses for a single cohort of Wisconsin EPP completers (from 2017-18); however, the trends uncovered warrant a deeper exploration of potential patterns from other years that could constitute a &quot;leak&quot; in the WI educator pipeline. [For the brief summary, see ED627843.]
Educator Preferences and Barriers for Virtual In-School Programming: Prepared for Mill City Museum
Author: Miller, Julia
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Museums,Partnerships in Education,Electronic Learning,History,Grade 3,Grade 4,Grade 5,Barriers,Access to Computers,Motivation,Elementary School Teachers,Teacher Attitudes,Administrators,Administrator Attitudes,Field Trips

Mill City Museum and Wilder Research collaborated to facilitate focus groups with local elementary school educators to learn about their experiences with virtual in-school programs, what motivates them to consider and schedule a program, and what barriers prevent or deter them from pursuing these types of programming options. This report presents the results of the focus groups.
K-12 Cybersecurity Landscape Scan
Author: State Educational Technology Directors Association (SETDA)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Computer Security,Information Security,Privacy,Elementary Secondary Education,Crime Prevention,Legislation,State Action,Partnerships in Education,Advocacy

Many districts struggle to access the cybersecurity expertise or other resources needed to secure their networks and data appropriately. This isn't because mitigation strategies don't exist. Often, the barrage of suggestions and warnings directed at school IT leaders are too overwhelming to navigate, are not properly scoped for educational situations and infrastructure, or the financial and human resources to implement them are inadequate. Proper cybersecurity practices and routines, much like the networks and other infrastructure they are meant to protect, are new, continually developing, and changing at the pace of technological innovation. To better share information and create awareness to help states address growing concerns, State Educational Technology Directors Association (SETDA), with the support of the Bill &amp; Melinda Gates Foundation and in partnership with K12 SIX and CoSN, has created a Cybersecurity and Privacy Collaborative. This unique group brings together the expertise of technology leaders from some twenty state departments of education and a dozen trusted edtech partners from the private sector. As the group begins its work together, this report represents their shared perspective on the K-12 cybersecurity landscape for 2022.
Managing Mental Wellness: Tools for Yourself, Your Students, and Your Classroom. A Guide for Teachers
Author: Shaffer, Seth
Date: 2022-01-00
Type: Guides - Classroom - Teacher
Subjects: Elementary Secondary Education,Teachers,Students,Mental Health,Wellness,Classroom Techniques,Well Being,Family Involvement,Classroom Environment,Teacher Influence,COVID-19,Pandemics,Student Needs,Emotional Development,Social Development,Social Emotional Learning,Community Involvement,Crisis Management

Teachers have one of the greatest responsibilities in the world: supporting children to grow into caring, competent citizens equipped with the skills to lead productive and fulfilling lives. In the best of times, teaching can be challenging and stressful. Starting in 2020--amidst COVID-19 and with a spotlight on inequities in the United States--school leaders, teachers, school staff, and families have attempted to balance physical safety, emotional well-being, and worthwhile learning. This toolkit is designed for teachers, their students, and the classroom. It offers strategies to manage mental wellness in the context of school and personally, and it gives methods to assist students and families with learning and well-being. Each section includes tools that teachers can directly apply to their own experiences. Studies show that when teachers prioritize their own well-being, their health improves, they are better able to create positive conditions for student learning, and their students' well-being improves. That's why this toolkit centers teacher well-being from its very first chapter. We invite you to treat this document like you would any toolkit: pick one tool at a time, think about it, try it out a few times, and if the tool yields some kind of benefit, continue to use it. Then gradually consider trying another tool, and so on. Self-care is not a race. Keep adding tools to your toolbox at a comfortable pace, and do what works for you. [This guide was developed by the Collaborative Action for Family Engagement (CAFE) center at MAEC.]