ethanporcaro/eric-fulltext-meta huggingface dataset:
What&apos;s Next for the Local Control Funding Formula?
Author: Hahnel, Carrie
Date: 2021-11-00
Type: Reports - Research
Subjects: Funding Formulas,School Districts,Educational Equity (Finance),Budgets,Decision Making,Accountability,Elementary Secondary Education,Outcomes of Education,Administrator Attitudes,Educational Finance,Educational Legislation,State Legislation,Students with Disabilities,Teacher Effectiveness

California enacted a groundbreaking shift to its school-funding system when it passed the Local Control Funding Formula (LCFF) in 2013. The law sought to make funding more equitable and also aimed to increase local control based on the premise that budgeting decisions are best made at the local level in partnership with community stakeholders, who must, in turn, hold the district accountable. This report takes stock of LCFF 8 years after its passage and explores ways it can be further refined to improve equitable funding, opportunities, and outcomes in California. The findings are based on: (1) interviews with 19 California education leaders and policy observers; (2) an extensive review of the research on LCFF implementation; (3) an analysis of school-funding data; and (4) an analysis of recent legislation. Most of our interviewees viewed LCFF as a major improvement over the system it replaced. Even so, most agreed there are opportunities to improve the formula and its implementation, particularly because there are still gaps between LCFF's equity goals and the outcomes being achieved at the local level. Based on these discussions and the analysis, four areas in which improvements are warranted were identified: (1) revisit and refine the funding formula; (2) modernize funding for students with disabilities; (3) equitably distribute effective teachers; and (4) strengthen transparency, engagement, and accountability.
Student Well-Being and Learning Conditions during the Pandemic: Evidence from the CORE Districts
Author: Wang, Caroline
Date: 2021-06-00
Type: Reports - Research
Subjects: Well Being,Pandemics,COVID-19,Partnerships in Education,School Districts,Mental Health,Student Surveys,Student Attitudes,Interpersonal Relationship,Distance Education,School Closing,Developmental Stages,Elementary School Students,Secondary School Students,Student Needs,Risk,Educational Benefits,Educational Environment,Correlation,Academic Achievement

The research featured in this paper is part of the CORE-PACE Research Partnership, which is focused on producing research that informs continuous improvement in the CORE districts as well as policy and practice in California and beyond. Since spring 2020, the COVID-19 pandemic has been abruptly interrupting regular instruction in almost all schools in the U.S. One year later, policymakers, district administrators, and educators are still balancing the benefits and risks of returning K-12 students to fully in-person school. Many are concerned about the pandemic's disruption to students' academic progress. In California, educators have been focused equally on students' mental and emotional health, social relationships, and learning environment, given that many students have been learning remotely since the onset of the pandemic. Anticipating the need for schools and districts to understand their students' social-emotional well-being, the CORE Districts in California developed survey instruments to collect such information in the 2020-21 school year. The surveys were administered remotely, as all participating districts offered distance-only instruction. This report draws on data from the &quot;Student well-being and learning conditions diagnostic survey&quot; taken by 32,000 students in Grades 4-12 from three districts at the beginning of the 2020-21 school year. The results from 15,000 students who also responded to the &quot;Comprehensive interim survey&quot; a few months later are also highlighted. This report brings data to bear on the areas of student well-being that are most relevant at each developmental stage, so that all education stakeholders are able to focus their efforts on meeting the most pressing needs of each group of students.
Black Minds Matter: What Should Our Leaders Do about Failing Schools?
Author: Osborne, David
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Public Schools,African American Students,Minority Group Students,Low Achievement,Educational Quality,At Risk Students,Leadership Responsibility,Politics of Education,School Districts,Educational Change,State Policy,Educational Legislation,Federal Legislation,Educational Innovation,State Legislation,Change Strategies,Administrator Role,Professional Autonomy,Accountability,Boards of Education,Financial Support,Models,School Choice,Central Office Administrators,School Turnaround

For much of the last two decades, beginning with the passage of No Child Left Behind (NCLB) in 2002, the top political leaders have shown concern about children stuck in failing public schools. NCLB required districts to do something -- not enough, but something -- about those schools. Millions of children still languish in low-performing schools, where they are less likely to develop the skills or habits necessary to get into college or the military or succeed in anything but low-paying jobs. Most of them are from low-income families, many of them Black or Brown. It has been learned, over the past three decades, that with few exceptions, real change will not occur unless it is driven by local leaders. Takeover districts with wholesale replacement of existing schools can work, but the political backlash they unleash makes elected leaders leery of them. In their absence, state leaders should do two things. First, make it painful for districts to let their worst schools stagnate, by closing them, handing them to nonprofit operators, or appointing a new school board. Second, give districts an attractive path to turn those schools around by encouraging them to create &quot;innovation zones,&quot; in which schools have the flexibility they need to change, and ensuring that those schools are accountable for performance by appointing a zone oversight board that can replace them if they fail or help them replicate if they succeed. This report suggests that the task for state policymakers is simple. They must give districts a tool they can use, in the form of legislation to allow innovation zones, and incentives to use that tool. If they ignore this opportunity, they will sentence millions of poor children to inadequate educations that, for most, will result in lifetimes of poverty.
Scaling Up School and Community Partnerships: The Community Schools Strategy. Building Capacity for Community Schools Series
Author: Coalition for Community Schools
Date: 2021-00-00
Type: Guides - General
Subjects: Community Schools,Partnerships in Education,School Community Relationship,Capacity Building,Instructional Leadership,Participative Decision Making

&quot;Scaling Up School and Community Partnerships: The Community Schools Strategy&quot; builds on both practice and research to describe the what, why, and how of system-wide expansion of community schools. The guide is written for a wide audience and for communities at different points in planning for, implementing, and sustaining a community schools strategy. The Guide introduces a six-stage spiraling process for moving toward a scaled-up system. Rather than providing a rigid formula or lockstep set of requirements, the Scale-Up Spiral helps school systems and communities at many different starting points begin building collaborative leadership and functional capacity--while staying focused on results. Each stage includes a set of milestones and end-state benchmarks.
A Blueprint for Community Inclusion Strategies for Youth with Developmental Disabilities in Washington, DC
Author: Fahey, C.
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Developmental Disabilities,Inclusion,Citizen Participation,Barriers,Youth,Individual Characteristics,Family Role,Resources,Mentors,Employment,Public Policy,Intellectual Disability,After School Programs,Children,Civics,Parent Participation,Public Schools,Charter Schools,Vocational Rehabilitation,Government Role

&quot;A Blueprint for Community Inclusion Strategies for Youth with Developmental Disabilities in Washington, DC&quot; provides a summary of comments and common themes among DC youth with disabilities and their families. This includes their top priorities, solutions to pressing issues, and ways that allies (individuals and organizations) can better support them. These priorities are foundations for a framework for policy and action steps that leaders, public institutions, and others can take to better engage and serve youth with disabilities in the District. [This report was prepared for the Washington, DC Developmental Disabilities Council (DDC).]
Knowledge of Early Reading: State Teacher Preparation Policy Requirements for Elementary, Special Education, and Early Childhood Teachers. Updated
Author: Putman, H.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Elementary School Teachers,Early Childhood Teachers,Special Education Teachers,State Policy,Teacher Education Programs,Educational Policy,Teacher Certification,Preservice Teachers,Alternative Teacher Certification,Teacher Competencies,Reading Instruction,Knowledge Level,Teaching Skills,Reading Tests,Licensing Examinations (Professions),State Standards,Evidence Based Practice,Early Reading,Emergent Literacy

Most states continue to lack a comprehensive set of policies to improve teacher knowledge of evidence-based early reading methods. This excerpt from NCTQ's &quot;State of the States 2021: Teacher Preparation Policy&quot; examines state policy trends that govern requirements for early reading instruction knowledge in teacher preparation and licensure. [This document was excerpted from NCTQ's &quot;State of the States 2021: Teacher Preparation Policy&quot; (ED611532).]
Critical Infrastructure Protection: Education Should Take Additional Steps to Help Protect K-12 Schools from Cyber Threats. Report to Congressional Requesters. GAO-22-105024
Author: Marinos, Nick
Date: 2021-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Electronic Learning,Computer Security,Elementary Secondary Education,Federal Government,Government Role,Federal Legislation,Public Agencies,Crime Prevention,Risk Management,Information Security,Privacy,Parent Rights,Educational Legislation,Student Records,Intervention,Terrorism,National Security

When the COVID-19 pandemic forced the closure of schools across the nation, many K-12 schools moved from in-person to remote education, increasing their dependence on IT and making them potentially more vulnerable to cyberattacks. Education Facilities, including K-12 schools, is one of the nation's critical infrastructure subsectors. Several agencies have a role in protecting the subsector. The Government Accountability Office (GAO) was asked to review cybersecurity in K-12 schools. The objective of this report is to determine the extent that federal agencies have assisted schools in protecting themselves from cyber threats. To do so, GAO identified laws and federal guidance that specify the roles and responsibilities of federal agencies to assist schools in protecting against cyber threats. GAO analyzed documentation of the types of products and services federal agencies have in place to identify, protect, detect, respond, and recover from attacks. In addition, GAO interviewed federal officials about such products and services they offer to K-12 schools.
Study of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College. Evaluation Report. NCEE 2022-002r
Author: Linkow, Tamara
Date: 2021-11-00
Type: Reports - Research
Subjects: Low Income Students,High School Seniors,Federal Programs,Access to Education,College Attendance,Information Dissemination,Training,Faculty Advisers,College Choice,Program Effectiveness,Selective Admission,Academic Persistence,Student Financial Aid,Costs,Postsecondary Education,Equal Education,Disadvantaged Youth,College Readiness,Tutoring,Guidance,Course Selection (Students),Barriers,Minority Group Students,Academic Achievement,College Applicants,Grade Point Average,College Entrance Examinations,Racial Differences,Ethnicity,Geographic Location,Proximity

Decisions about whether and where to go to college can make a difference in students' later success. However, many students from low-income families--&quot;undermatch&quot;--they do not enroll at all or do not enroll in the most selective college they likely could attend. This study investigated whether promising advising strategies, bundled together in a package called &quot;Find the Fit,&quot; could improve college choices for rising high school seniors in the federal college access program Upward Bound. &quot;Find the Fit&quot; includes customized information about college going and costs, text messaging of key application and financial aid deadlines, and specialized training for the students' advisors. About 200 Upward Bound projects across the country volunteered to test &quot;Find the Fit,&quot; with half randomly selected to get access to it during the study period. This final report compared the college choices of 4,500 students in projects with and without access to &quot;Find the Fit&quot; to determine its effects on college attendance. Key findings include: (1) Despite its initial benefits -- increasing the number and selectivity of the colleges to which students applied -- &quot;Find the Fit&quot; did not change whether these students, mostly from low-income families, undermatched; (2) &quot;Find the Fit&quot; did shift some students' enrollment choices to more selective colleges, regardless of whether students were undermatched. This shift did not seem to come with higher costs or a greater risk of dropping out, potential consequences of attending a more selective college; and (3) But there was no significant effect on college persistence through the third year after high school. [For the study highlights, see ED615734. For the appendix, see ED615736.]
Indian Education: Schools Need More Assistance to Provide Distance Learning. Testimony before the Committee on Indian Affairs, U.S. Senate. GAO-21-492T
Author: Emrey-Arras, Melissa
Date: 2021-04-00
Type: Reports - Research
Subjects: American Indian Education,Tribally Controlled Education,Public Agencies,School Closing,COVID-19,Pandemics,Distance Education,Educational Technology,Technology Uses in Education,Access to Computers,Internet,Educational Policy,Financial Support,Federal Aid,Federal Legislation,American Indian Reservations

The Bureau of Indian Education's (BIE) mission is to provide quality education to approximately 41,000 students at 183 schools it funds on or near Indian reservations in 23 states. About two-thirds of these schools are operated by tribes and the remaining third are operated by BIE. In March 2020, all BIE schools closed their buildings in response to the COVID-19 pandemic. The Government Accountability Office (GAO) reviewed distance learning at BIE schools as part of its oversight responsibilities under the CARES Act. This testimony examines the extent to which (1) BIE has provided schools with guidance to develop and implement distance learning programs during the COVID-19 pandemic, and (2) students have had the technology they need to participate in such programs. GAO analyzed the guidance BIE provided to schools on distance learning, examined BIE's provision of technology to schools and students, surveyed a non-generalizable sample of 30 schools--including 19 operated by tribes and 11 operated by BIE--with 25 schools responding, selected for geographic diversity and level of community broadband access, among other criteria, reviewed relevant federal statutes, regulations, and agency documentation, and interviewed BIE and school officials. GAO is making two recommendations to BIE to (1) provide comprehensive guidance to schools on distance learning; and (2) establish policies and procedures to ensure it has complete, accurate, and up-to-date information on schools' technology needs.
Study of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College. Study Highlights. NCEE 2022-002h
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Low Income Students,High School Seniors,Federal Programs,Access to Education,College Attendance,Information Dissemination,Training,Faculty Advisers,College Choice,Program Effectiveness,Selective Admission,Academic Persistence,Student Financial Aid,Costs,Postsecondary Education,College Applicants

Decisions about whether and where to go to college can make a difference in students' later success. However, many students from low-income families--&quot;undermatch&quot;--they do not enroll at all or do not enroll in the most selective college they likely could attend. The full study to these study highlights examined whether promising advising strategies, bundled in a package called &quot;Find the Fit,&quot; could improve college choices for rising high school seniors in the federal college access program Upward Bound. The full report compared the college choices of 4,500 students in projects with and without access to &quot;Find the Fit&quot; to determine its effects on college attendance. These study highlights present the key finding from the full report: (1) Despite shifting where students applied, &quot;Find the Fit&quot; did not reduce the rate of college undermatch; (2) &quot;Find the Fit&quot; led some students to choose more selective colleges regardless of undermatching, with no clear negative consequences; and (3) &quot;Find the Fit&quot; did not increase the share of students who persisted in or completed college. [For the full report, see ED615732. For the appendix, see ED615736.]
House Bill 5 Evaluation: Final Report. Policy Brief
Author: Mellor, Lynn
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: State Legislation,Graduation Requirements,State Policy,Educational Policy,Courses,Testing,Accountability,School Districts,State Programs,Public Schools,College Readiness,Career Readiness,Academic Achievement,College Attendance,Academic Persistence,Graduation Rate,Barriers,Racial Differences,Ethnicity,Two Year Colleges,Employment Level,Wages,High School Students,Intellectual Disciplines

With the passage of HB 5 in 2013, the Foundation High School Program became the graduation program for all Texas public high school students beginning with the entering Grade 9 students in 2014-15. The new graduation requirements introduced greater flexibility for students in earning a high school diploma. Updates to curriculum and graduation requirements from the last two legislative sessions continue to add support and flexibility in how students meet state graduation requirements. The last two Texas legislative sessions also have brought significant changes to the state accountability system. In 2015, the 84th Texas Legislature passed HB 2804, which changed the state accountability system to an A-F rating in each of five domains and overall. Provisions of the bill required the commissioner of education to release a provisional A-F ratings report showing the ratings that each district and campus would have received for Domains I-IV for the 2015-16 school year if the A-F rating system had been in place. However, in 2017, the 85th Texas Legislature passed HB 22, which changes the state A-F accountability system in several ways, including reducing the number of domains, introducing locally developed accountability domains, changing the calculation of the summative accountability grade, realigning the unacceptable cut-point at the F rating, and changing the timeline for implementation to August 2018 for districts and August 2019 for campuses. Baseline outcome measures for students who graduated under the Minimum High School Program (MHSP), Recommended High School Program (RHSP), and Distinguished Achievement Program (DAP) were compiled to explore historical trends on key student outcomes, including college readiness, high school graduation, two-year and four-year college enrollment, two-year and four-year college completion, obtainment of workforce certificates, employment, and earnings. [For &quot;House Bill 5 Evaluation: Final Report Highlights and Executive Summary,&quot; see ED615737.]
Study Of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College. Appendix. NCEE 2002-002a
Author: Linkow, Tamara
Date: 2021-11-00
Type: Reports - Research
Subjects: Low Income Students,High School Seniors,Federal Programs,Access to Education,College Attendance,Information Dissemination,Training,Faculty Advisers,College Choice,Program Effectiveness,Selective Admission,Academic Persistence,Student Financial Aid,Costs,Postsecondary Education,College Readiness,Tutoring,Guidance,Course Selection (Students),Barriers,Minority Group Students,Academic Achievement,College Applicants,Grade Point Average,College Entrance Examinations,Research Methodology,Racial Differences,Ethnicity,Geographic Location,Proximity

This appendix is a companion to the &quot;Study of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College&quot; (ED615732) report. The appendix provides additional information about the &quot;Find the Fit&quot; enhanced advising strategies and the study that assessed its effectiveness when implemented within Upward Bound projects. This additional information includes details on how the study was designed and conducted, the statistics that support key findings in the report, and exploratory analyses performed to further investigate and understand those key findings. The content of the appendix is referenced throughout the main report. The following sections are included: (1) Additional details about &quot;Find the Fit; (2) Additional information about how the study was designed and implemented; (3) Supplemental tables and information on study findings; and (4) Effects by level of &quot;Find the Fit&quot; Implementation. [For the study highlights, see ED615734.]
House Bill 5 Evaluation: Final Report Highlights and Executive Summary. Policy Brief
Author: Mellor, Lynn
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: State Legislation,Graduation Requirements,State Policy,Educational Policy,Courses,Testing,Accountability,School Districts,High School Students,State Programs,Public Schools,College Readiness,Career Readiness,Middle School Students,Academic Achievement,College Attendance,Academic Persistence,Graduation Rate,Barriers,Racial Differences,Ethnicity,Intellectual Disciplines,Employment Level,Wages

The final report on the evaluation of House Bill (HB) 5 provides (1) an update on changes made to the current policy for graduation, including coursework, testing, and accountability during the 84th and 85th Texas Legislative Sessions; (2) an update on the implementation of HB 5 by school districts since 2014-15; and (3) a preliminary look at the Foundation High School Program that students are pursuing, including the endorsements and distinguished level of achievement. The report also examines student outcomes for the Foundation High School Program cohorts. This policy brief highlights the House Bill 5 Evaluation. [For &quot;House Bill 5 Evaluation: Final Report,&quot; see ED615738.]