ethanporcaro/eric-fulltext-meta huggingface dataset:
New Mexico Higher Education Department Annual Report, 2020 Agency Report
Author: New Mexico Higher Education Department
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,COVID-19,Pandemics,College Students,College Faculty,School Personnel,School Closing,Student Financial Aid,Career Development,Scholarships,High School Seniors,Federal Aid,Adult Education,In Person Learning,Private Colleges,Paying for College,Loan Repayment,21st Century Skills,Enrollment,Academic Degrees,Dual Enrollment,College Transfer Students,Educational Policy,Grants,Student Loan Programs,American Indian Education,Educational Technology,Educational Finance,Student Characteristics,Racial Differences,Ethnicity,Accreditation (Institutions),Costs,State Legislation,Expenditures

This annual report provides details on how the COVID-19 pandemic impacted the New Mexico Higher Education Department's (NMHED) operations and the impact on New Mexico's students, faculty, and staff. All colleges and universities prepared and followed detailed plans on how they would operate to continue to deliver quality education while keeping the campus safe and in compliance with state rubrics for reopening. In addition, there were several accomplishments over the past year for student success: (1) Student financial aid program enhancements and additions; (2) Implemented teacher pipeline support; (3) Expansions to the Lottery Scholarship. NMHED provided COVID-19 support to the program for both current students and graduating seniors; (4) Maintained and increased federal funding for adult education, financial aid, and GEAR UP; (5) Capital project process improvements; (6) Guided and implemented a safe reopening process for all public and private higher education institutions amid COVID-19; and (7) The New Mexico Academic Advisory Committee has been established. Main topics of the Committee includes Common Course Numbering System, General Education, and Dual Credit. [For the 2019 report, see ED604968.]
Bilingual Multicultural Education Programs Annual Report, 2020-2021
Author: New Mexico Public Education Department
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Bilingual Education,Multicultural Education,Annual Reports,Accountability,Bilingual Students,Student Educational Objectives,Academic Standards,Benchmarking,Academic Achievement,Student Participation,Language Proficiency,College Readiness,Career Readiness,Program Effectiveness,Educational Finance,Longitudinal Studies,Elementary Secondary Education,Educational Legislation,Federal Legislation,American Indian Languages,Spanish,Expenditures,English Language Learners

The Language and Culture Division (LCD) provides accountability with support to districts2 that serve students participating in bilingual multicultural education programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, these are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the state's BMEPs. The LCD actively works to streamline and provide data that can be used in meaningful and purposeful ways. To that aim, the report focuses on the four key areas listed below. (1) Reports data collected on district, school, and student participation; (2) Reports data collected regarding language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) Reports achievement data based on the Istation, the Transition Assessment in Math and English Language Arts (TAMELA), New Mexico Measures of Student Success &amp; Achievement (NM-MSSA), New Mexico Assessment of Science Readiness (NM-ASR), and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) Evaluates and determines program effectiveness and use of funds for BMEPs. The report provides data for the 2020-2021 school year (SY), including some longitudinal data for comparison over time. Due to the circumstances brought on by the COVID-19 pandemic and the closure of schools, the U.S. Department of Education (ED) has granted the New Mexico Public Education Department (PED) a waiver to bypass assessment and accountability requirements under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). Thus, the student achievement data within this report was not collected during school year 2019-2020. Student data from 2018-2019 has been repeated. [For the 2019-2020 report, see ED615696.]
Latgalian: The Latgalian Language in Education in Latvia, 2nd Edition. Regional Dossier Series
Author: Martena, Sanita
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Language Minorities,Language Research,Elementary Secondary Education,Vocational Education,Adult Education,Higher Education,Web Sites,Preschool Education,Native Language Instruction,Indo European Languages,Language Variation,Diachronic Linguistics,Geographic Regions,Multilingualism,Standards,Educational Administration,Second Language Learning,Second Language Instruction

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Latgalian is a Baltic regional language originating in the region of Latgale (Latgalian: Latgola) in Eastern Latvia. It is mostly spoken in Latgale, but also in families and small communities of people from Latgale living in other parts of Latvia. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier. [This Regional Dossier was originally prepared by Heiko F. Marten, Ilga Šuplinska, and Sanita Lazdina. This second version covers academic data for the 2020-2021 school year.]
Evaluating Student Performance amidst the COVID-19 Pandemic Using Propensity Score Matching
Author: Hudson, Kimberly M.
Date: 2022-04-09
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Academic Achievement,Scores,Students with Disabilities,Economically Disadvantaged,English Language Learners,Grade 5,Grade 6,Grade 7,Grade 8,Language Arts,Mathematics,Student Characteristics

The purpose of the current research study was to investigate the extent to which student performance was influenced by the disruption to learning that occurred due to the COVID-19 pandemic. To explain observed differences in performance, we compared outcomes from a state-wide summative testing program between students who were administered the test in 2019 and 2021. Because the background and demographic characteristics of the two testing populations differed on several variables, including race/ethnicity, locale, and subgroup membership, propensity score matching was used to develop comparable groups for analyses. Independent samples t-tests were then conducted to assess whether there were significant differences in mean scaled scores and domain subscores between the two matched groups. In addition, the same procedures were used to develop and analyze differences for specific student subgroups (students with disabilities, economically disadvantaged students, and English language learners). Overall, results indicated that the 2021 test-takers earned lower scores than students who tested in 2019 for all subjects and grade levels, except English Language Arts (ELA) grade 8. Moreover, larger score differences were observed for mathematics than ELA. Lastly, results from subgroup analyses indicated that in mathematics all subgroups earned significantly lower scores in 2021 than 2019, whereas in ELA grades 5 through 7, English Language Learners and economically disadvantaged subgroups earned lower scores in 2021 than 2019. The results of this study suggest that after controlling for differences between the 2021 and 2019 populations, student performance was likely influenced by the disruption to learning due to pandemic-related factors.
Virtual Realities: Equity Considerations for Online &amp; Distance Learning. Equity Dispatch. Volume 4, Issue 5
Author: Jackson, Robin G.
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Equal Education,Electronic Learning,Distance Education,COVID-19,Pandemics,Minority Group Students,Culturally Relevant Education,Elementary Secondary Education,Parent Background,Parent Participation

In this edition of &quot;Equity Dispatch,&quot; we discuss the equity implications of the impact of online/distance learning, in the wake of the COVID-19 pandemic. As school districts are preparing to open, we argue the importance of positioning minoritized students' and families' knowledge production and lived experiences as assets in the development and delivery of online/distance learning.
Reexamining Workforce Diversity: Authentic Representations of Difference. Equity Dispatch. Volume 1, Issue 3
Author: Jackson, Robin G.
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),Inclusion,Critical Theory,Leadership,Equal Education,Consciousness Raising,Faculty Development,Teacher Recruitment,Teacher Selection,Teacher Persistence

This issue of &quot;Equity Dispatch&quot; seeks to interrogate and redefine what it should mean to have a diverse workforce, specifically at the district level. When we begin to recognize the importance of holistic representations of difference, we can begin to shift the culture of our districts in equitable and inclusive ways.
Reframing the Achievement Gap: Ensuring All Students Benefit from Equitable Access to Learning. Equity Dispatch. Volume 1, Issue 2
Author: Coomer, M. Nickie
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Equal Education,Access to Education,Educational Practices,Educational Policy,Educational Change,Self Efficacy,Teacher Attitudes,Educational Improvement

In this issue of &quot;Equity Dispatch,&quot; we rethink how the &quot;achievement gap&quot; is conceptualized. We can begin moving away from describing the achievement gap as a persistent disparity of educational measures between groups of students defined by race, ethnicity, socioeconomic status (SES) and gender (Hidden Curriculum, 2014), to understanding it as the outcome of historical and intergenerational marginalization of students of Color and students living in disinvested communities.
Teaching towards Understandings of Intersectionality. Equity Dispatch. Volume 3, Issue 1
Author: Jackson, Robin G.
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Intersectionality,Equal Education,Holistic Approach,Minority Group Students,Race,Sex,Sexual Orientation,Disabilities

In this edition of &quot;Equity Dispatch,&quot; we seek to emphasize the criticality of intersectionality, or the ways in which social, economic, and political identity-based systems of oppression and privilege connect, overlap, and influence one another, as a powerful construct and tool for strengthening culturally responsive and sustaining practices in the educational environment. We offer its importance because when we collapse students' identities into separate categories (e.g. English Language Learners, LGBTQ+, Black/African American), we run the risk of not attending to the complexities and oppressions that exist at the nexus of these diverse student groups.
Student-Led Activism: Disrupting Institutional Oppression. Equity Dispatch. Volume 2, Issue 3
Author: Jackson, Robin G.
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Activism,Equal Education,Power Structure,Social Justice,Educational Environment,Educational Change

This edition of &quot;Equity Dispatch&quot; aims to reimagine a school environment where student-led activism, towards social justice, of oppressive school systems is legitimized rather than marginalized.
The Legacy of Civil Rights in the Every Student Succeeds Act. Equity Dispatch. Volume 1, Issue 4
Author: Coomer, M. Nickie
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Public Schools,Equal Education,Educational Policy,Civil Rights,Accountability,Students with Disabilities,Minority Group Students,At Risk Students,Civil Rights Legislation

This issue of &quot;Equity Dispatch&quot; examines national education policy as it moves from development to implementation, the impact local actors can have on upholding the original intent of policy, and the ways administrators and educators can critically examine policy implementation in order to ensure equitable opportunities for students.
Preventing Disproportionality through Nondiscriminatory Tiered Services. Equity by Design
Author: Sullivan, Amanda L.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Legal Responsibility,Disproportionate Representation,Equal Education,Delivery Systems,Educational Legislation,Federal Legislation,Students with Disabilities,Elementary Secondary Education,Minority Group Students,Multi Tiered Systems of Support,Student Diversity,Racism,Access to Education,Diversity (Faculty),Cooperative Planning,Intervention,Eligibility,At Risk Students

This brief provides an overview of state and district legal requirements related to disproportionality; addresses common pitfalls in policy, practices, and procedures; and discusses how to proactively structure policies and procedures in systems of service delivery to address disproportionality.
The Intersections of Learning Dis/ability, Ethnicity, and Emotionality in Education: The Voice of Sophia Cruz. Equity by Design
Author: Herna´ndez-Saca, David
Date: 2020-00-00
Type: Reports - Research
Subjects: Learning Disabilities,Equal Education,Students with Disabilities,Special Education,Minority Group Students,Racism,Hispanic American Students,Student Experience,Student Characteristics,Student Needs,At Risk Students,Labeling (of Persons),Social Bias,Attitudes toward Disabilities

The purpose of this &quot;Equity by Design Research Brief&quot; is to summarize a study by Dr. David Hernández-Saca of student Sophia Cruz's experiences of being labeled with a Learning Disability (LD), and what the meaning of LD was for her. The purpose of the study was to center student voice within the traditional special education field of LD in order to better understand LD at the intersections of ethnicity and emotionality.
Teaching and Learning as Cultural Endeavors. Equity by Design
Author: González, Taucia
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Instruction,Learning,Minority Group Students,Culturally Relevant Education,Cultural Differences,Faculty Development,Educational Resources,Equal Education,Cultural Awareness

This brief discusses how teaching and learning can be understood as two interconnected &quot;cultural&quot; endeavors that support learning, particularly for Students of Color. Although culture can be a powerful idea to bring to teaching and learning, it can also be confusing. Teaching and learning are undoubtedly connected activities, yet they can all too often be understood in ways that are very limiting for Students of Color. This brief starts with a working definition of what is meant by culture accompanied by some guiding principles. The authors recognize some of the scholars that have helped lay a cultural foundation for thinking about teaching and learning. This facilitates an understanding of the evolutions of some of the terms that have made their ways into schools and in order to help teachers understand how these works are connected, build upon each other, and differ from each other. The authors share personal stories, which help bring culture alive in teaching and learning accompanied by reflective questions. The brief includes a curated set of resources that teachers can access to continue their own learning or to think about as curricular tools.
Understanding Conflict between Charter Schools and Black and Latinx Students with Disabilities. Equity by Design
Author: Waitoller, Federico R.
Date: 2020-00-00
Type: Reports - Research
Subjects: Students with Disabilities,Parents,Blacks,African Americans,Hispanic Americans,Charter Schools,Conflict,Inclusion,Special Education,Disability Identification,Training,Influences

This &quot;Equity by Design Research Brief&quot; presents a qualitative study of Black and Latinx parents of students with disabilities who experienced conflicts with charter schools. The purpose of the study was to understand the mechanism that generated and sustained the conflict. Understanding this conflict can provide guidance for charter schools, and parents seeking school options so that students of Color with disabilities experience inclusive quality services in any school option.
Understanding the Housing-School Relationship: Achieving Integration in Racially Changing Cities and Suburbs. Equity by Design
Author: Diem, Sarah
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Housing,Public Policy,School Policy,United States History,Educational Policy,Social Discrimination,Suburbs,Urban Areas,Student Diversity,Racism,Social Bias,Zoning,Socioeconomic Status,Racial Segregation,School Segregation,School Districts,Desegregation Litigation,School Desegregation,School Choice,Demography,Public Housing

The purpose of this &quot;Equity by Design&quot; brief is to provide information to parents, community members, and school district leaders and teachers about the relationship between housing policy and school policy. Specifically, this brief provides a succinct history of U.S. housing policy, discusses some current educational policies that impact housing segregation, and demonstrates how demographic changes occurring in suburban and urban areas impact school diversity.
Universal Supports/Prevention Services and Student Rights. Equity by Design
Author: Weeks, Mollie R.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Student Rights,Racism,Racial Discrimination,Multi Tiered Systems of Support,Civil Rights,Educational Legislation,Federal Legislation,Students with Disabilities,Civil Rights Legislation,Disproportionate Representation,Student Needs,Social Emotional Learning,Academic Support Services,Positive Behavior Supports,Elementary Secondary Education,Family Role

The purpose of this &quot;Equity by Design&quot; brief is to provide educators and parents with information about universal supports, describe how these supports may prevent discrimination, and provide resources to address discrimination or disparate treatment in universal supports.
Students Are Not Their Behavior: Returning to the Roots of Multitier Systems of Behavior Support. Equity by Design
Author: Sullivan, Amanda L.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Multi Tiered Systems of Support,Student Behavior,Student Needs,Educational Policy,Labeling (of Persons),Equal Education

This &quot;Equity by Design Research Brief&quot; describes the foundational principles underpinning multitier systems of support, challenging common usage of the approach to label students. Whether imparted explicitly or implicitly, the inclination to identify and treat individuals--as opposed to addressing specific behavioral and learning needs--is often counter to the aims of the framework. As such, this brief identifies and examines the consequences of this conflating behavior, describing how to promote effective and supportive policy &amp; practice.
YPAR for the Classroom: A Guide for the Critical and Curious Educator. Equity by Design
Author: González, Taucia
Date: 2022-00-00
Type: Guides - Classroom - Teacher
Subjects: Equal Education,Action Research,Participatory Research,Youth,Educational Change,Teaching Methods,Algebra,College Students,Literacy Education,Guidelines

This brief presents Youth Participatory Action Research (YPAR) as a transformative exploratory tool for critical and curious educators. YPAR has been defined as a collaborative method of youth, with the support of caring adults, participating in research to explore social issues that impact them, with the end goal of taking action to improve the social condition. The authors introduce a YPAR framework that can function as a flexible path forward to piloting YPAR in the classroom. Along with the framework, the authors introduce three principles and tensions that need to be considered as educators launch YPAR: (1) Power Differences in Adult-Young People Relationships; (2) Young People as Knowledge Creators; and (3) A Shared Commitment to Social Change.
State Equity Leaders Summit: Leveraging ESSA to Support Equity-Focused School Transformation. Equity Dispatch. Volume 1, Issue 5
Author: Jackson, Robin G.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Leadership,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Change,State Departments of Education,Workshops

This issue of &quot;Equity Dispatch&quot; spotlights the 2017 Midwest &amp; Plains Equity Assistance Center's State Equity Leaders Summit, centering the Every Student Succeeds Act (ESSA). The focus is on re-centering the spirit of Civil Rights legislation through leveraging ESSA to support equity-focused school transformation, highlighting the utility of inter-group dialogue towards equitable outcomes for ALL students.
Ensuring All Students Succeed, Equity at the School Level. Equity Dispatch. Volume 1, Issue 1
Author: Skelton, Seena M.
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Student Diversity,Equal Education,Technical Assistance,Change Strategies,Racism,Social Bias,Gender Bias,Power Structure,Cultural Influences,Cooperation,Inquiry,Attitudes toward Disabilities

This edition of &quot;Equity Dispatch&quot; welcomes subscribers to the Midwest and Plains Equity Assistance Center (MAP Center). This newsletter introduces readers to the characteristics and benefits of equity-focused technical assistance. It also provides a broad overview of the MAP Center and the center services.
Ensuring Embedded Equity at the SEA Level. Equity Dispatch. Volume 3, Issue 5
Author: Jackson, Robin G.
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Agency Role,School Districts,Equal Education,Preschool Education,Elementary Secondary Education,Federal Legislation,Educational Legislation,Civil Rights Legislation,Gender Discrimination,Sex Fairness,Minority Group Students,Student Diversity,Diversity (Faculty)

This edition of &quot;Equity Dispatch&quot; poses the question: what is the responsibility of state education agencies (SEAs) to support local education agencies (LEAs) in centering educational equity? Here, we focus on the impact of SEAs, aiming to illuminate the ethical necessity of concurrent, coordinated, equity-focused efforts within and across a state's educational authority and influence.