ethanporcaro/eric-fulltext-meta huggingface dataset:
College Student Debt: What State and Institutional Leaders Should Know. Policy Report
Author: Baum, Sandy
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Debt (Financial),Student Loan Programs,Geographic Regions,Institutional Characteristics,Time to Degree,Incidence,Loan Default,Family Income,Racial Differences,Ethnicity,Success,Grade Point Average,Graduation,Undergraduate Students,Bachelors Degrees,Associate Degrees,Educational Certificates,Loan Repayment,Tuition,Grants,Guidance

The widespread notion of a general student debt &quot;crisis&quot; creates an exaggerated image of the problems associated with borrowing for college and diverts attention from the serious difficulties some students and former students face. A disproportionate amount of attention goes to the $1.5 trillion dollars in outstanding student debt. Instead, policymakers should focus on how much individual students borrow and which characteristics and circumstances put them at risk. This report discusses evidence about student borrowing over time to help state and institutional observers understand the facts about student debt and consider policy initiatives that will help the students who really need more support.
Addressing the Alignment Challenge Associated with the Use of College Admissions Tests under ESSA
Author: Lorié, William
Date: 2020-03-23
Type: Reports - Descriptive
Subjects: Alignment (Education),College Entrance Examinations,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Policy,Student Evaluation,State Policy,Common Core State Standards,Educational Assessment

State assessment leaders are concerned about the challenges with receiving full approval from the U.S. Department of Education (USED) when using the ACT or the SAT as their assessment of high school achievement. USED has asked states opting to use the ACT or the SAT as the achievement indicator under the Every Student Succeeds Act (ESSA) to address gaps in alignment between their chosen test and their state academic content standards. However, under the current peer review criteria, it does not appear that those gaps can be addressed without considerable modification to or augmentation of the ACT and SAT and/or revision of state academic content standards. In this paper, the author makes the case that it is necessary to move beyond current peer review requirements to resolve this issue. The author proposes that peer review guidelines be amended to constrain the criteria for judging the degree to which a nationally recognized high school academic assessment meets the federal requirements for use as an achievement indicator.
Measuring Student Success Skills: A Review of the Literature on Collaboration. 21st Century Success Skills
Author: Evans, Carla M.
Date: 2020-03-31
Type: Information Analyses
Subjects: Student Evaluation,21st Century Skills,Definitions,Cooperative Learning,Success,Educational Benefits,Skill Development,Teacher Role,Learning Activities,Scaffolding (Teaching Technique),Instructional Effectiveness,Academic Achievement,Evaluation Methods,Performance Based Assessment

There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore the conceptualizations, definitions, and understandings in the research literature related to collaboration. Key initial questions include: What is collaboration? How is collaboration related to other success skill concepts? And to what extent does collaboration develop over time? This foundational information will then be used to examine (a) instructional approaches to promote collaboration, (b) benefits of collaboration on valued student outcomes such as student learning, and (c) ways teachers can collect evidence that reveals the benefits of student collaborative outcomes using student artifacts and other appropriate measures.
Audiobooks and Literacy: A Rapid Review of the Literature. A National Literacy Trust Research Report
Author: Best, Emily
Date: 2020-02-00
Type: Information Analyses
Subjects: Audio Books,Literacy,Children,Foreign Countries,Reading Skills,Literature Appreciation,Learner Engagement,Reading Comprehension,Reading Strategies,Modeling (Psychology),Emotional Response,Emotional Development,Parent Participation

Audiobook listenership is growing with the increasing availability of devices, platforms and apps offering an ever-wider range of high quality titles. This literature review provides an overview of research exploring the role of audiobooks in supporting children's literacy both at home and in the classroom. It focuses on how positive engagement with audiobooks can develop reading skills such as decoding and comprehension, while supporting reading enjoyment, wellbeing and emotional intelligence. It also examines the impact of specific practices such as Reading While Listening (RWL), classroom studies on the efficacy of audiobooks and the role of features such as accessibility and convenience of audiobooks in supporting literacy engagement. The review find that while studies to date focus on listening in relation to reading, more research is needed on the intrinsic benefits of listening and listening for enjoyment.
&quot;It Makes Me Feel Like I&apos;m in a Different Place, Not Stuck Inside.&quot; Children and Young People&apos;s Reading in 2020 before and during the COVID-19 Lockdown. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2020-07-00
Type: Reports - Research
Subjects: Reading Habits,COVID-19,Pandemics,Disease Control,Children,Gender Differences,Audio Books,Literary Genres,Recreational Activities,Barriers,Environmental Influences,Foreign Countries,Psychological Patterns,Adolescents,School Closing,Time,Attitude Change,Age Differences,Well Being,Ownership

This report outlines findings from the National Literacy Trust's tenth Annual Literacy Survey relating to children and young people's reading in 2020, in addition to findings from the Trust's survey of children and young people's reading during the COVID-19 lockdown. 58,346 children and young people aged 9 to 18 in the UK took part in the Annual Literacy Survey between January and March 2020, while 4,141 children and young people aged 8 to 18 in the UK took part in the Trust's survey during lockdown between May and early June 2020. Key findings include: (1) Children are reading and enjoying reading more during lockdown but boys may be losing out; (2) Audiobooks might be a way to re-engage boys with stories, as this is the only format where more boys than girls said that they enjoy it more and are doing it more often; (3) Lockdown has given many children the opportunity to discover or re-discover themselves as readers, due to having more time to read (due to less competing priorities) and increased access to stories online; (4) Children have turned to adventure, comedy, fantasy and real life stories during lockdown and have found joy in discovering books they had never read before; (5) Reading has also provided refuge in this difficult time, supporting children's mental wellbeing and enabling them to dream about the future; (6) However, barriers including a lack of access to books (with schools and libraries closed), a lack of quiet space at home and a lack of school/peer support have negatively affected some children's ability to read and their motivation to read for enjoyment; and (7) Helping children sustain a love of reading beyond lockdown is crucial to supporting children's literacy skills, wellbeing and life chances. [Additional financial support for this report was provided by Puffin.]
Children and Young People&apos;s Reading in 2019: Findings from Our Annual Literacy Survey. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2020-02-00
Type: Numerical/Quantitative Data
Subjects: Children,Adolescents,Reading,Foreign Countries,Literature Appreciation,Reading Attitudes,Reading Habits,Reading Skills,Literacy,National Surveys,Gender Differences,Age Differences,Social Differences,Electronic Publishing,Printed Materials,Computer Mediated Communication,Reading Achievement

This report outlines findings from our ninth Annual Literacy Survey relating to children and young people's reading. 56,906 children and young people aged nine to 18 in the UK participated in our survey between January to March 2019. For the first time we also had information from 3,748 children aged 5 to 8 who completed a similar survey designed for younger children. Where possible, we relate our findings back to the reading surveys we conducted from 2005. Our report explored: (1) How many children and young people enjoy reading; (2) How often they read in their free time; (3) The type of formats they read, in print and on screens; (4) How good a reader they think they are; (5) What they think about reading; (6) Which groups of young people are more likely to engage in reading; and (7) How reading differs by geographical region. Our key findings include: (1) Children and young people's levels of reading enjoyment continue to decline and are at their lowest since 2013 (53% said they enjoyed reading in 2019 vs 53.3% in 2013); (2) Children and young people's daily reading levels are the lowest we've ever recorded, with just 25.8% of children saying they read daily in their free time in 2019; (3) Based on reading skills data for 712 pupils aged 11 to 14, young people who enjoy reading are three times more likely to read above the level expected for their age than children who don't enjoy reading (30.1% vs 8.1%); and (4) Based on reading skills data for 712 pupils aged 11 to 14, young people who read daily in their free time are twice as likely to read above the level expected for their age than children who don't read daily (37.6% vs 14.2%). [For the 2017/18 report, see ED598400.]
&quot;Isn&apos;t an Aspiration Like a Personal Journey, in Which You Challenge Yourself?&quot; Aspirations, Literacy and Gender: Insight from Young People and Adults. A National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2020-03-00
Type: Reports - Research
Subjects: Aspiration,Literacy,Gender Differences,Foreign Countries,Barriers,Influences,Achievement,Youth,Adults,Goal Orientation,Definitions,Ability,Self Esteem

Aspirations in the educational context have been a topic of interest for researchers, practitioners and policy makers for many decades. This is not surprising as aspirations function as motivators and young people who develop ambitious but achievable aspirations are more likely to achieve positive outcomes. Some evidence does indeed suggest that young people's aspirations influence their educational attainment. However, the relationships between aspirations and attainment are likely to be complex and not necessarily causal. For example, outcomes such as attainment may be more strongly influenced by opportunities than aspirations, potentially suggesting that access to greater opportunities is more crucial for higher educational attainment than aspirations or motivation. Similarly, aspirations may help students to improve their attainment but are likely to be much more influential when combined with expectations, that is, an assessment of a likelihood of them becoming reality. Aspirations and related concepts, such as stereotypes and confidence, are particularly relevant considerations when it comes to certain groups of young people, such as girls. It has been widely documented how stereotypes and assumptions about careers impact on girls from as young as age seven. Some sources have also indicated that a lack of confidence might be the reason holding women back in their aspirations. For example, a survey conducted with women aged 16 to 25 in Wales found that 1 in 8 (13%) feel that a lack of confidence is a barrier to them achieving their career aspirations. This report aims to provide a more comprehensive understanding of aspirations by focusing on aspirations more widely, beyond career or educational aspirations, and exploring the link between aspirations and literacy for young people as well as adults. The authors use information from a survey of 2,317 young people from 13 schools in England, 11 focus groups in five schools, and a poll of 2,000 adults to investigate how young people and adults define aspirations, what their aspirations are, what influences them, what the perceived barriers for achieving them are and how these change over time, as well as how they see the role of literacy in achieving aspirations. To address the link between aspirations and gender, the second part of this report focuses on girls and women in particular and discusses how they differ from boys and men in terms of their aspirations and perceived role of literacy in achieving them.
New Mexico&apos;s State Assessment System: Recommendations from the New Mexico Task Force for Student Success
Author: National Center for the Improvement of Educational Assessment, Inc. (NCIEA)
Date: 2019-10-11
Type: Reports - Descriptive
Subjects: State Standards,Educational Assessment,Educational Policy,State Policy,Program Implementation,Program Design,Summative Evaluation,Program Evaluation,Elementary Secondary Education,Performance Based Assessment,Cultural Relevance,Sustainability

In March 2019, The New Mexico Public Education Department (NM PED) convened thirteen statewide community engagements to gather public input to reimagine the state assessment system. Following these community input meetings, the NM PED convened the New Mexico Task Force for Student Success (Task Force), which was comprised of key education stakeholders to make recommendations for New Mexico's next state assessment system. To develop these recommendations, the NM PED held a series of in-person and virtual meetings with the Task Force between April 2019 and June 2019 to deliberate over technical, policy, and practical issues associated with implementing an improved assessment system. Additionally, the Task Force was provided with a summary the community engagement feedback to inform their decision-making. The NM PED contracted with the National Center for the Improvement of Educational Assessment (Center for Assessment), a non-profit, non-partisan consulting organization to facilitate the work of the Task Force and to provide assessment expertise throughout the process. This report presents the consensus (or overwhelming majority) recommendations of the Task Force for the design and implementation of a stable, high-quality, assessment system intended to transition toward a more innovative assessment system for New Mexico. This report includes extensive discussion of the many recommendations associated with the design and implementation of a high-quality, statewide, assessment system.
Measuring Student Success Skills: A Review of the Literature on Critical Thinking. 21st Century Success Skills
Author: Evans, Carla
Date: 2020-03-31
Type: Information Analyses
Subjects: Critical Thinking,21st Century Skills,Skill Development,Definitions,Thinking Skills,Teaching Methods,Academic Achievement,Student Evaluation,Cognitive Tests,Performance Based Assessment,Test Construction,Test Use,Elementary Secondary Education

There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore the conceptualizations, definitions, and understandings in the research literature related to critical thinking. Key initial questions include: What is critical thinking? How is critical thinking related to other success skill concepts? And to what extent does critical thinking develop over time? This foundational information will then be used to examine: (1) instructional approaches to promote critical thinking; (2) benefits of critical thinking on valued student outcomes such as student learning; and (3) ways teachers can collect evidence that reveals the benefits of student critical thinking outcomes using student artifacts and other appropriate measures.
Bookmark Reading Impact Evaluation: Insights from Teachers and Volunteers. A National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2020-09-00
Type: Reports - Research
Subjects: Reading Programs,Program Evaluation,Teacher Attitudes,Volunteers,Elementary School Students,Elementary School Teachers,Reading Skills,Learner Engagement,Literature Appreciation,Self Esteem,Reading Fluency,Skill Development,Outcomes of Education

Bookmark Reading supports children's reading in primary schools by offering a six-week programme involving two 30-minute face-to-face sessions each week with a child who needs extra support with their reading. By training volunteers to read with children in their local schools, the programme offers support for children in Years 1 to 3 who are at risk of not meeting the expected standard for reading, and it also helps them to develop a love of reading. The programme is flexible for both schools and volunteers, and sessions are easily scheduled through a digital platform. Bookmark Reading commissioned the National Literacy Trust to explore the impact the programme has on children's reading skills and engagement. To this end, the evaluation was set up to collect information on pupils' reading skill as well as their reading enjoyment, behaviours and confidence before and after taking part in the Bookmark Reading programme. The same information was also collected from classmates who didn't take part in the programme to provide comparative data. The evaluation was also designed to explore volunteers' and teachers' perceptions of the impact on participating pupils, as well as their own experience of the programme. This evaluation sought to collect data from teachers, volunteers and children in the 2019/2020 academic year. Due to the COVID-19 pandemic in the spring of 2020, and the resulting school closures, it became impossible to administer the post-programme surveys and tests with pupils. Therefore, the evaluation was adjusted to focus solely on the perceptions of impact from teachers and volunteers, which were collected through surveys and interviews. This report offers insight into the impact of the programme in the absence of pupil data.
Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning. 21st Century Success Skills
Author: Brandt, W. Christopher
Date: 2020-03-31
Type: Information Analyses
Subjects: Independent Study,21st Century Skills,Definitions,Success,Teaching Methods,Educational Benefits,Student Evaluation,Evaluation Methods,Skill Development,Academic Achievement,Personal Autonomy,Self Determination,Learning Motivation

There is a growing interest in conceptualizing, defining, and assessing what are often called 21st century skills or deeper learning competencies. The purpose of this literature review is to explore the conceptualizations, definitions, and understandings in the research literature related to self-directed learning. Key initial questions include: What is self-directed learning? How is self-directed learning related to other success skill concepts? And how do self-directed learning skills develop over time? This foundational information is then used to examine: (1) instructional approaches to promote self-directed learning; (2) benefits of self-directed on valued student outcomes; and (3) ways teachers can collect evidence that reveals the benefits of student self-directed learning outcomes using student artifacts and other appropriate measures.
Breaking Ground: A First Look at American High School Skilled Trades Education
Author: Soricone, Lisa
Date: 2020-05-00
Type: Reports - Research
Subjects: High School Students,Vocational Education,Skilled Occupations,Building Trades,Educational Benefits,Data Collection,Data Use,Student Attitudes,Education Work Relationship,Labor Market,Labor Needs,Alignment (Education),Teacher Shortage,Educational Finance,Barriers

Our nation needs a baseline understanding of the current landscape of high school skilled trades education--and a road map of what could or should happen next--to build on the promise that trades education offers to meet both individual and societal needs. To understand the state of skilled trades education in America's high schools, Jobs for the Future (JFF) undertook a 50-state investigation, pursuing both quantitative and qualitative sources of information. Researchers reached out to career and technical education (CTE) directors in each state and the District of Columbia for phone interviews. In addition, they conducted 27 interviews with experts from trades- and CTE-related organizations and local programs to provide additional insights. In total, data was received from 38 states. Key findings include: (1) Trades education operates in a data desert with a few oases; (2) High school skilled trades education offers students high-value opportunities; (3) Despite these opportunities, trades education practitioners report negative perceptions among students, families, and counselors; (4) Most of the skilled trades education data that states collect are not used to improve programming or ensure that programs meet labor market needs; (5) To the degree the data reveal trends, they show a misalignment between student participation and labor market demand for skilled trades workers; (6) Trades education faces looming teacher shortages and significant funding constraints; and (7) These challenges stand in stark contrast to the exciting developments and renewed interest in CTE overall, as well as the innovations in skilled trades education that show how powerful these approaches can be. [This report was written with Pieta Blakely and Raymond Barbosa. The Smidt Foundation and its flagship program, Harbor Freight Tools for Schools, helped make this research possible.]