ethanporcaro/eric-fulltext-meta huggingface dataset:
Head Start-College Partnerships as a Strategy for Promoting Family Economic Success: A Study of Benefits, Challenges, and Promising Programs
Author: Gault, Barbara
Date: 2019-00-00
Type: Reports - Research
Subjects: Partnerships in Education,Early Intervention,Low Income Groups,Early Childhood Education,Postsecondary Education,Economic Factors,Outcomes of Education,College Students,Parents,Child Care,Student Needs,Access to Education,College School Cooperation,Program Effectiveness,Barriers,Young Children,Eligibility,Institutional Characteristics,Social Mobility,Socioeconomic Status,Job Training,Educational Attainment

Improving family economic security in the United States requires new strategies to support parents while they develop skills and attain postsecondary education to prepare them for well-paid jobs. Parents need stable, affordable, convenient, and high-quality child care to attend and complete college, but child care costs are unaffordable for many parenting students, and child care centers are declining on college campuses. Head Start, the largest early care and education program in the country, provides eligible families with parental supports that could be utilized to promote college attainment. This report features findings from an Institute for Women's Policy Research study of Head Start partnerships with colleges and universities, based on expert and program leader interviews, program scans, and site visits. The report discusses the challenges and benefits experienced by partners and the families they serve and assesses the potential for increasing the number of Head Start-college partnerships to help low-income families achieve long-term economic security.
Science of Learning and Readiness: State-of-the-Art Report
Author: Craig, Scotty D.
Date: 2020-04-08
Type: Reports - Research
Subjects: Distance Education,Educational Technology,Best Practices,Organizations (Groups),Program Implementation,Private Sector,Public Sector,Educational Practices,Blended Learning,Electronic Learning,Learning Processes,Scaffolding (Teaching Technique),Learning Motivation,Independent Study,Self Determination,Technology Integration,Competency Based Education

Technology is rapidly transforming how people learn and how training is provided. For example, in higher education, there are estimated to be nearly 6.7 million students enrolled in online education courses (National Center for Education Statistics Fast Facts, 2018). The dynamic and high-stakes nature of education and training software demands that evidence-based practices and policies are relied upon to make decisions about technology adoption and implementation. The purpose of the Science of Learning and Readiness project (SoLaR) is to identify these practices. This State-of-the-Art Report (SoAR) is the first project deliverable and summarizes evidence-based practices and implementation within public, private, and academic sectors. The SoAR also includes specific guidance on metrics-based, most effective, at scale, and blended learning strategies within institutional systems, courseware, and pedagogical methods. Methodologically, this report emerges from a broadly scoped review process comprising over 200 formal database searches. The search strategy was inclusive of academic, military, and industry resources. SoLaR-SoAR consists of a review of the current state of the art for distributed learning environments. To further understand perceived importance and implementation of these practices, learning organizations representing public, private, and academic sectors were surveyed. A consistent discrepancy was observed: respondents reported that actual implementation of best practices fell short (i.e., ratings of implementation were significantly lower than ratings of perceived importance). This pattern was most striking within military organizations. The survey sample was small and thus limited in generalizability. Nonetheless, the consistently high perceived importance of best practices in the public sector--particularly the military--suggests a readiness for a transition to advanced distributed learning methodologies. The report is structured for use by multiple types of end users. The main report provides a 22-page, high-level overview of findings of the current state of the art. This section can serve as a quick reference. The report's Appendixes provide a detailed summary of the empirical literature on state-of-the-art distributed learning ecosystems. These materials enable &quot;deeper dives&quot; into learning organization, technology, and human pedagogy topics. [This report was written with contributing authors, Nancy J. Cooke, Deborah Prewitt, Siyuan Li, Laurie A. Morgan, Yancy V. M. Paredes, Robert F. Siegle, and Ashley Clark.]
Bridging Digital Equity and Culturally Responsive Education in PreK-12: Leveraging Pandemic Pedagogy to Rethink the Status Quo
Author: Prescott, Sabia
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Preschool Education,Elementary Secondary Education,Access to Computers,Culturally Relevant Education,Equal Education,Technology Uses in Education,COVID-19,Pandemics,Educational Quality,Faculty Development,Public Schools

To better understand the intersection of digital equity and culturally responsive education (CRE), and what it will take to use this moment as a catalyst for change, a roundtable of 11 educators, scholars, and instructional technologists convened virtually in the fall of 2020 from different backgrounds: PreK-12 classroom educators, professors of teachers colleges, K-12 school leaders, and subject specialists. The goals of the conversation were to unearth the challenges, needs, and opportunities educators are experiencing around digital equity and CRE, and to understand how they have changed or have been affected during the pandemic. This brief highlights key parts of this conversation and contextualizes what educators who are rethinking what pandemic pedagogy can do. The conversation engaged those whose work focuses specifically on leveraging technology and digital tools for equitable, responsive education.
Serving the Sexual and Reproductive Health Needs of Community College Students: Promising Practices to Promote Student Success
Author: Cruse, Lindsey Reichlin
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Two Year College Students,Access to Health Care,School Health Services,Sexuality,Birth,Pregnancy,Contraception,School Personnel,Empowerment,School Community Programs,Agency Cooperation,Comprehensive School Health Education,Technology Uses in Education,Equipment,Retailing,Holistic Approach,Student Needs,State Policy,Public Policy,State Legislation,Females,Sexually Transmitted Diseases

Sexual and reproductive health and well-being plays a central role in the lives of young adults. Having the ability to plan whether and when to become pregnant, to protect against sexually transmitted infections, and to receive essential medical care during pregnancy, for example, have important effects on young people's lives--including their ability to earn a postsecondary education. Ensuring community college students have access to the care, information, and resources they need to take care of their sexual and reproductive health is an important factor in their ability to achieve their educational goals. This report shares findings from an Institute for Women's Policy Research (IWPR) study of promising practices for providing sexual and reproductive health services to community college students in the United States. Based on a scan of efforts to provide community college students with sexual and reproductive health services, interviews with key experts in the fields of higher education and reproductive health, and a literature review, IWPR identified the major programs, strategies, challenges, and opportunities related to improving access in community college contexts. The report describes existing gaps in service provision and highlights a range of practices that can be replicated and scaled up to expand access for community college students.
Evidence Summary: COVID-19 -- Children, Young People and Education Settings
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-02-22
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Government Role,Disease Control,School Schedules,Immunization Programs,Risk,Foreign Countries,Child Safety,Public Health,Distance Education,Achievement Gains,Child Health,Communicable Diseases,Elementary Secondary Education,School Personnel,Screening Tests,Preschool Education,Age Differences

At every stage since the start of the pandemic, decisions across education and care have been informed by the scientific and medical evidence -- both on the risks of COVID-19 infection, transmission and illness, and on the known risks to children and young people not attending school and college -- balancing public health and education considerations. The overwhelming evidence is that the risk to children and young people from SARSCoV-2 (the coronavirus that causes COVID-19) is low, but the risks to children and young people of being out of school and college are high and increase the longer restrictions on education are in force. The Government's priority has been keeping education and care settings fully open for as long as possible -- with a consistent message that these settings should be considered last when implementing restrictions, and first when restrictions can be lifted. As such the Government has taken, and continues to take, other steps across society and the economy to manage the spread of the virus, to allow restrictions on education to be lifted. This summary sets out the evidence relevant to, and in support of, the Government's decision to lift restrictions on education from 8 March 2021 -- focussed in particular on schools, colleges and early years settings. This roadmap is a step-by-step plan to ease restrictions in England cautiously, starting with schools and colleges. Before taking each further step, the Government will review the latest data on the impact of the previous step against four tests. The tests are: (1) The vaccine deployment programme continues successfully; (2) Evidence shows vaccines are sufficiently effective in reducing hospitalisations and deaths in those vaccinated; (3) Infection rates do not risk a surge in hospitalisations which would put unsustainable pressure on the NHS; and (4) Assessment of the risks is not fundamentally changed by new Variants of Concern. In addition, to ensure education and care policy is guided by the most up-to-date scientific evidence as this continues to evolve, the Department for Education regularly reviews data, analysis and advice from a number of different sources including the Scientific Advisory Group for Emergencies (SAGE), Public Health England, the Office for National Statistics, and the Joint Biosecurity Centre.
Understanding Progress in the 2020/21 Academic Year. Interim Findings
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,COVID-19,Pandemics,Achievement Gains,Academic Achievement,Elementary School Students,Secondary School Students,Reading Achievement,Mathematics Achievement,Reading Tests,Mathematics Tests,Achievement Tests,Measurement Techniques,Computation,Regional Characteristics,Geographic Regions,Disadvantaged Schools

This report presents the Education Policy Institute and Renaissance Learning's first assessment of the learning loss experienced by pupils in England as a result of the coronavirus (COVID-19) pandemic. The analysis is based on the results achieved by pupils in the first half of the 2020/21 autumn term (up to and including 25 October 2020) in comparison to pupils in previous years. Star Assessments are frequently used by schools as their baseline assessment for reading and math, and as such the highest number of assessments are conducted during the autumn term. This report is organized into three parts: Part 1 examines the achieved sample sizes; Part 2 examines historic trends in Star Assessments to develop an approach to measuring learning loss; and Part 3 estimates the mean learning loss in reading (for primary and secondary. pupils) and mathematics (for primary pupils only due to small sample sizes in secondary). [This report was prepared by Renaissance Learning and Education Policy Institute on behalf of the UK Department for Education.]
Teaching Practices of the Mathematics Male and Female Teachers According to the PISA Framework and Its Relation to Their Beliefs towards Their Students
Author: Alotaibi, Ahmed
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Gender Differences,Teacher Attitudes,Teacher Student Relationship,International Assessment,Foreign Countries,Secondary School Students,Achievement Tests,Validity,Reliability,Teaching Experience,Teacher Effectiveness,Teacher Workshops,Teacher Improvement,Faculty Development,Teaching Guides

The study aimed to identify the different teaching practices of mathematics male and female teachers according to the framework of PISA 2018 and its relation to their beliefs towards their students. The study used the descriptive survey approach. The sample consisted of (421) mathematics male and female teachers in AL-Taif city in the year 2020. After testing the reliability and validity; two tools were used to collect data: a questionnaire and a scale. Results showed that both genders, male and female teachers, have a high level of formulation of mathematics; the mean was (2.4840). Moreover, their teaching practices level of employing mathematics was high and reached the mean (2.3976). Meanwhile their level of teaching practices of the process of mathematics explanation was at the mean (2.2130). Results also showed that there is a statistical significant difference in the level ([alpha] [less than or equal to] 0.05). The previous result is related to the gender variable in which females outperformed the males, and to the teaching experience in which the more experienced respondents outperformed the inexperienced ones. Finally, results showed that there was no statistical significant difference in the level ([alpha] [less than or equal to] 0.05) for the level of education variable. Based on the results of the study, the following recommendations might be taken into consideration: workshops might be hilled to improve the teachers' teaching practices of mathematics formulation and explanation in addition to some steps and procedures in PISA framework must be embedded in the teacher's guide.
Understanding the Impact of Artificial Intelligence on Skills Development. Education 2030
Author: Shiohira, Kelly
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Artificial Intelligence,Teaching Methods,Skill Development,Vocational Education,Educational Technology,Technology Uses in Education,Job Skills,Labor Market,Governance,Ethics,Lifelong Learning,Planning,Public Policy,Foreign Countries,Access to Computers,Civil Rights,Well Being,Safety,Privacy,Barriers,COVID-19,Pandemics,Economic Development,Diversity,Bias,Intellectual Property,Values,Elementary Secondary Education,Postsecondary Education,International Cooperation

Artificial intelligence has produced new teaching and learning solutions that are now undergoing testing in different contexts. In addition to its impact on the education sector, AI is substantially altering labour markets, industrial services, agriculture processes, value chains and the organization of workplaces in particular. Technical and vocational education and training (TVET) contributes to sustainable development by fostering employment, decent work and lifelong learning. However, the effectiveness of a TVET system depends on its links and relevance to the labour market. As one of the major drivers of change, there is a need to better understand the impact of AI on labour markets, and consequently on TVET systems. In certain middle- and higher-income societies, artificial intelligence is already deeply immersed in legislation and governance, policy, state expenditure, the private sector and national economies. In these cases, TVET institutions are presiding over the 'hollowing out' of intermediate level skills and the direct integration of AI into education and training. Contrastingly, many TVET institutions have yet to form meaningful or robust responses to technological shifts. Regardless of context, all TVET institutions should develop an understanding of the current and future importance of AI and begin to incorporate its use into their planning. Forward thinking and, where possible, pre-emptive action, will put TVET institutions and their graduates in a position to thrive in the era of AI and contribute positively to economic, social, and individual development.
Education on Hold: A Generation of Children in Latin America and the Caribbean Are Missing out on Schooling Because of COVID-19
Author: Seusan, Laura Andreea
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Foreign Countries,School Closing,Child Development,Young Children,Child Abuse,Violence,Access to Education,Distance Education,Gender Bias,Racial Bias,Ethnicity,Students with Disabilities,Refugees,Immigrants,Rural Areas,Technological Literacy,Barriers,Socioeconomic Influences,Dropouts,Economic Impact,Intervention,Children,Adolescents,Agency Cooperation,Educational Technology,Technology Uses in Education,Student Diversity,Hunger,Home Visits,Access to Computers,Internet,Teacher Competencies,Faculty Development,Curriculum Development,Student Evaluation,Family Needs,Parents,School Safety,Disease Control,Water,Sanitation,Hygiene,Costs,Financial Support

Over 11 million cases of coronavirus have been reported in Latin America and the Caribbean. More than seven months after the first case hit Brazil, COVID-19 has deprived 97 per cent of the region's students of their normal schooling. Across the region, the prolonged closure of schools means that 137 million boys and girls continue to miss out on their education. For each individual child, this loss has damaging implications for his or her future. With each passing day of schools being closed, a generational catastrophe is unfolding, one that will lead to profound consequences for society as a whole. In other parts of the world, schools have gradually reopened, but in Latin America and the Caribbean, the vast majority of classrooms remain closed with no immediate prospect of reopening. This report discusses the following topics: (1) School closures in Latin America and the Caribbean region; (2) Risks associated with prolonged school closures; (3) UNICEF education response; (4) Preparing for school reopening; and (5) Call to Action.
Why Focus on Equity. Research Brief No. 18-5
Author: Washington State Board for Community and Technical Colleges
Date: 2018-09-07
Type: Reports - Descriptive
Subjects: Equal Education,Educational Research,Community Colleges,Technical Institutes,Racial Differences,Educational Attainment,Outcomes of Education

The information in this brief was shared at the Equitable Assignment Challenge Summer Institute in August 2018. The institute was attended by faculty and administrators working to help close equity gaps in course outcomes in Washington's Community and Technical Colleges (CTCs). The data points shared at the institute and in this brief are one example of many data points that help show the need to focus on equity in higher education. The data points in this brief primarily focus on historically underserved students of color (students identifying as American Indian/Alaska Native, Black/African American, Hispanic/Latino, or Native Hawaiian/Other Pacific Islander). The data points in this brief are an example of how gaps in course outcomes relate to gaps in program outcomes and relate to gaps in educational attainment for the general population.
Where Credentials Meet the Market: State Case Studies on the Effect of High School Industry Credentials on Educational and Labor Market Outcomes
Author: Walsh, Matthew
Date: 2019-06-00
Type: Reports - Research
Subjects: Credentials,High School Students,Career Readiness,Vocational Education,Education Work Relationship,Labor Market,Educational Attainment,Postsecondary Education,Enrollment,Graduation Rate,Data Collection,Outcomes of Education,Salaries

States should graduate students from high school prepared for the challenges they will face in college and their careers. Many states are working toward this goal by improving the quality of career and technical education (CTE) programs, and have looked to industry-recognized credentials as one component of this improvement. However, there is limited research on education and labor market outcomes associated with earning an industry credential in high school. This report addresses that gap. It builds on the foundation laid in &quot;Credentials Matter: A National Landscape&quot; to examine the impact of credential attainment on long-term student outcomes. This second report analyzes the credentials students earn in high school and their impact on students' secondary completion, postsecondary enrollment and completion, and wage earnings. It provides insights into the return on investment of earning a credential in Florida, Indiana, and Kentucky--three states that collect rich, student-level data that includes credential attainment at the student level. [For &quot;Credentials Matter. Report 1: A National Landscape of High School Student Credential Attainment Compared to Workforce Demand,&quot; see ED612414.]
Credentials Matter Phase 2: A 2020 Update on Credential Attainment and Workforce Demand in America
Author: Foundation for Excellence in Education
Date: 2020-09-00
Type: Reports - Research
Subjects: Credentials,Elementary Secondary Education,Postsecondary Education,Educational Attainment,Data Collection,Alignment (Education),Supply and Demand,Labor Force,State Policy,Education Work Relationship,Accountability,Graduation Requirements,Educational Finance,State Aid,Federal Aid

This report is an update to &quot;Credentials Matter. Report 1: A National Landscape of High School Student Credential Attainment Compared to Workforce Demand&quot; (ED612414). It explores the credentials earned by both K-12 and postsecondary students. The report examines whether those credentials are, or are not, aligned with employers' demand. Key findings of the Phase 2 report include: (1) Just over half of all states (30) collect K-12 quantitative data on the attainment of credentials; (2) Most postsecondary systems are not currently collecting or aggregating credential attainment data. Only 4 states submitted postsecondary data on credential attainment: Arkansas, Colorado, Florida, and Utah; and (3) No state that submitted data is highly aligned in terms of supply for credentials earned by students and the demand for those credentials in the job market.
Short Memories Lead to Long-Term Consequences: Lessons from Three Decades of Short-Term Programs in Higher Education Policy
Author: Whistle, Wesley
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Policy,Nontraditional Education,Program Length,Educational Change,Job Training,Employment Programs,Student Financial Aid,Federal Aid,Educational Legislation,Federal Legislation,Educational Opportunities,Grants,Loan Default,Hearings,Educational History

The collapse of good labor market opportunities for workers without a college degree is the elephant in the room in higher education policy discussions today. A high school diploma no longer provides a guarantee of financial security, let alone opens the door to the middle class. In response, some lawmakers and advocates have introduced a host of proposals known as &quot;short-term Pell.&quot; Dressed up as innovation, this idea is the latest iteration of short-term programs for Americans not interested in going to traditional college -- but the historical record shows little compelling evidence that these programs offer a promising future. This report examines the legislative and regulatory history of short-term programs under federal higher education law. The lessons from those earlier reforms can help guide policymakers in their current efforts to address the educational needs of Americans.