ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Native Students. Higher Education Issue Brief
Author: Hunt Institute
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: American Indian Students,College Students,Disproportionate Representation,Education Work Relationship,Employment Opportunities,Enrollment Rate,Postsecondary Education,College Preparation,Student Financial Aid,Academic Persistence,Disadvantaged,Tribes,Intervention,Access to Education,Scholarships,Educational Planning

Native American students are a demographic group that has consistently been underrepresented in institutions of higher education (IHEs) in the United States. Despite tremendous growth in the enrollment of these students in recent years, they are still underrepresented compared to other subgroups. While other minority students encompass about 29% of all U.S. postsecondary students, Native American students account for about 1%. Postsecondary education can help Native Americans overcome many employment barriers. As stakeholders, policymakers, and higher education leaders consider their role in increasing Native American student enrollment and attainment, it is critical to understand the history, policy landscape, and innovative practices that shape this work.
Mandarin Rhymes for English Readers
Author: Lin, Grace Hui Chin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mandarin Chinese,Rhyme,Foreign Countries,Second Language Learning,English (Second Language),Bilingualism,College Students,Oral Language,Translation

In our ESL field of English and Chinese, oral translation has become very significant due to the speedy globalization trend. However, many seniors in Taiwan might not effortlessly participate in this global village because they did not attain their chance of learning English in their elementary school. So, some of the bosses of industries or administrators at schools might not be able to interconnect easily without a translator as their assistant in the worldwide situation. Accurately, when participating the intercontinental conferences associated with fields of commercial, medicine, or education areas, a confident and comprehensible translating staff is essential for two monolingual speakers. Moreover, the interpreter's speedy and logical translation is usually a basis of a fruitful profitable interaction. For above condition, this study acclaims the oral translator should accept &quot;Interlanguage&quot; communication strategies that had been promoted by Faerch and Kasper (1983) in their oral translation. Through numerous techniques of &quot;word-coinage,&quot; &quot;paraphrase,&quot; &quot;exemplify,&quot; and &quot;restructuring,&quot; the translator would be able to easier achieve a speedy, accurate and fluent Chinese/English transformations. This study will introduce English Translations for several Chinese Poems.
&quot;When Will It Be Over?&quot; U.S. Children&apos;s Questions and Parents&apos; Responses about the COVID-19 Pandemic
Author: Menendez, David
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Parent Child Relationship,Interpersonal Communication,Children,Preadolescents,Life Style,Safety,Disease Control,Health Behavior,Social Responsibility,Age Differences,Prevention,Social Behavior,Behavior Standards,Coping

Parent-child conversations are important for children's cognitive development, children's ability to cope with stressful events, and can shape children's beliefs about the causes of illness. In the context of a global pandemic, families have faced a multitude of challenges, including changes to their routines, that they need to convey to their children. Thus, parent-child conversations about the coronavirus pandemic might convey information about the causes of illness, but also about how and why it is necessary for children to modify their behaviors to comply with new social norms and medical guidance. The main goal of this study was to examine the questions children ask about the COVID-19 pandemic and how parents answer them. This survey included responses from a national sample of 349 pre- dominantly white parents of children between the ages of 3 and 12 recruited through Amazon's Mechanical Turk in United States. Parents reported that although children asked about COVID-19 and its causes (17.3%), children asked primarily about lifestyle changes that occurred as a result of the pandemic (24.0%) and safety (18.4%). Parents reported answering these questions by emphasizing that the purpose of different preventative measures was to protect the child (11.8%) or the family (42.7%) and providing reassurance (13.3%). Many parents discussed how it was their social responsibility to slow the spread of the virus (38.4%). Parents of younger children tended to shield them from information about COVID-19 (p = 0.038), while parents with more knowledge were more likely to provide explanations (p &lt; 0.001). Our analysis shows that families not only discuss information about the virus but also information about changes to their lifestyle, preventative measures, and social norms.
Momentum: A Policy Agenda for Accelerating Racial Equity in California&apos;s Education Systems in 2022
Author: Education Trust-West
Date: 2022-03-15
Type: Reports - Descriptive
Subjects: Racism,Equal Education,Minority Group Students,English Language Learners,Educational Policy,Early Childhood Education,Elementary Secondary Education,Higher Education

California is at a crossroads. The state continues to battle a global pandemic, disproportionately affecting Black, Latinx, Asian, and Native American students. Meanwhile, communities of color are leading a movement to force the state's leaders to acknowledge the persistence of racism. However, rhetoric is not enough. On nearly every indicator, California's students of color and students learning English are being shortchanged by the very education systems that should be serving them. While there are signs of progress, the fact remains that progress has moved far too slowly for a state as resource-rich as California. This 2022 Policy Agenda shares the 11 key policy priorities Education Trust-West is championing in Sacramento and across the state to close opportunity and attainment gaps. Leaders must enact these 11 actions if California is serious about recovering from the pandemic while also leading the nation in progressive policymaking to advance racial equity in education.
Summer Programs: An Analysis of Participation and Impact, 2016. Evaluation Matters. Volume 6, Number 3
Author: Urdegar, Steven M.
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Summer Programs,Program Evaluation,Outcomes of Education,Remedial Instruction,Access to Education,In Person Learning,Reading Comprehension,Reading Instruction,Learning Readiness,Elementary School Students,Secondary School Students,Graduation,Computer Assisted Instruction,Integrated Learning Systems,Computer Software,Hypermedia,Literacy Education,Reading Programs,Mathematics Instruction,Algebra

This report examines the outcomes of the Summer Programs, a two-pronged initiative developed by the Superintendent to provide supplemental instruction for students in need of remediation and access to selected digital application for practice outside the regular school context. The Summer Programs are comprised of seven in-class components and one out-of-class component. Four of the in-class components targeted the elementary grades and focused on strengthening reading comprehension and stimulating readiness skills. The other two in-class components targeted the secondary grades and focused on advancing progression/promotion and increasing opportunities for graduation. The out-of-class component provided students with access to a variety of Internet-based software applications outside of the regular school setting through hypertext links available on the Student Portal. Access to the Reading Plus application was also made available to students during the summer on an ongoing basis. Overall, the results for the Summer Programs were mixed. The finding for the Literacy for Rising Third-Grade Students program is consistent with that one found for the &quot;Third Grade Summer Reading Camps&quot;; the most struggling rising third graders were helped the most from having attended the sessions. However, Algebra I remediation did not significantly improve the odds of passing the End of Course exam for summer participants.
Summer Programs: An Analysis of Participation and Impact, 2017. Evaluation Matters. Volume 7, Number 3
Author: Urdegar, Steven M.
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Summer Programs,Program Evaluation,Grade 3,Elementary School Students,Remedial Instruction,Mathematics Instruction,Algebra,Outcomes of Education,Literacy Education,Diagnostic Tests,Learning Readiness,Comparative Analysis,Mathematics Tests,Grades (Scholastic),In Person Learning,Public Schools,Credits

This report examines the outcomes of the Miami-Dade County Public Schools (M-DCPS) in-class Summer Programs operated in the M-DCPS. The Summer Programs, offered to provide supplemental instruction for students in need of remediation, are comprised of Literacy for Rising 3rd Grade Students, Algebra I End-of-Course (EOC) remediation, and Course Recovery. Not included in this report is the state-mandated summer program for retained third graders, which is addressed in a separate evaluation. Overall, the Summer Programs were designed to provide remedial support to students who require it, and while that goal was met, student outcomes were mixed. Students who participated in the Literacy for Rising Third Grade component did not enjoy significantly better outcomes on the iReady Diagnostic Test administered in the first two months of the school year than students who did not attend the summer sessions. In addition, the Algebra I remediation did not significantly improve the odds of passing the End of Course exam for summer participants. However, over two thirds of the courses attempted by students who participated in Course Recovery were completed, half with grades of A or B, helping students to meet promotion criteria. [For the 2016 report, see ED599457.]
Public Education Funding in the U.S. Needs an Overhaul: How a Larger Federal Role Would Boost Equity and Shield Children from Disinvestment during Downturns
Author: Allegretto, Sylvia
Date: 2022-07-12
Type: Reports - Descriptive
Subjects: Public Education,Educational Finance,Educational Change,Federal Government,Government Role,Educational Equity (Finance),Investment,Economic Climate,Expenditure per Student,Poverty,Finance Reform,Retrenchment,Budgets

Education funding in the United States relies primarily on state and local resources, with just a tiny share of total revenues allotted by the federal government. Most analyses of the primary school finance metrics--equity, adequacy, effort, and sufficiency--raise serious questions about whether the existing system is living up to the ideal of providing a sound education equitably to all children at all times. Districts in high-poverty areas, which serve larger shares of students of color, get less funding per student than districts in low-poverty areas, which predominantly serve white students, highlighting the system's inequity. School districts in general--but especially those in high-poverty areas--are not spending enough to achieve national average test scores, which is an established benchmark for assessing adequacy. Efforts states make to invest in education vary significantly. And the system is ill-prepared to adapt to unexpected emergencies. These challenges are magnified during and after recessions. Following the Great Recession that began in December 2007, per-student education revenues plummeted and did not return to pre-recession levels for about eight years. The recovery in per-student revenues was even slower in high-poverty districts. This report combines new data on funding for states and for districts by school district poverty level, and over time, with evidence documenting the positive impacts of increasing investment in education to make a case for overhauling the school finance system. It calls for reforms that would ensure a larger role for the federal government to establish a robust, stable, and consistent school funding plan that channels sufficient additional resources to less affluent students in good times and bad. Furthermore, spending on public education should be retooled as an economic stabilizer, with increases automatically kicking in during recessions. Such a program would greatly mitigate cuts to public education as budgets are depleted, and also spur aggregate demand to give the economy a needed boost.
Reading Plus: An Analysis of Usage and Impact, 2016-17. Evaluation Matters. Volume 7, Number 2
Author: Tirado, Andrea
Date: 2017-08-00
Type: Reports - Research
Subjects: Reading Programs,Reading Instruction,Public Schools,Web Based Instruction,Word Recognition,Recall (Psychology),Phonemic Awareness,Phonics,Reading Fluency,Reading Achievement,Reading Comprehension,Computer Software,Elementary School Students,Secondary School Students,Supplementary Reading Materials

The purpose of this paper is to tabulate the usage and analyze the impact of Reading Plus on the Miami-Dade County Public Schools (M-DCPS) students who used it during the 2016-2017 school year. Reading Plus is an online application comprised of a series of modules that bolster word recognition and recall, teach phonemic awareness, phonics, fluency, and support reading comprehension and analysis. Reading Plus continues to be used by students in grades 3 to 10. However, despite the beneficial impact of the software, the number of users in those grades has declined by 79% in the past three years. Overall, the results from this report indicate that using Reading Plus for the developers' specified amount of time has a beneficial impact on the reading achievement of lower performing 3rd, 4th, and 10th graders and on students across ability levels in grade 7-9. The software had a positive impact on both status and growth, with the amount of growth associated with the recommended usage of this supplemental educational software ranging from 1 to 4.6 months.
Charter and Traditional Schools: An Analysis of Student Entry and Movement, 2016-17 to 2017-18. Evaluation Matters. Volume 7, Number 3
Author: Urdegar, Steven M.
Date: 2017-11-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Enrollment Trends,Transfer Students,Student Mobility,Disadvantaged,Academic Achievement,Language Arts,Neighborhoods

The primary purpose of this report is to examine the entries into and transfers between charter and traditional schools from October 2016 to October 2017. The sample for the study consisted of three groups: (1) students in the Miami-Dade County Public Schools (M-DCPS) who attended the traditional or the charter schools during both 2016-17 and 2017-18; (2) students in the M-DCPS who attended the traditional or the charter schools during 2016-17 and did not attend during 2017-18; and (3) students new to the M-DCPS in 2017-18. Only students classified as &quot;Active&quot; and &quot;Other&quot; who were enrolled during the Fall Student Survey (October) of a given school year were included in this study. The study finds that the exchange of students between the traditional and charter schools, when added to the new entries that go directly to charter schools, has increased the percentage of disadvantaged students, decreased the academic achievement, and decreased enrollment at the District's traditional schools.
Charter and Traditional Schools: An Analysis of Student Entry and Movement, 2017-18 to 2018-19. Evaluation Matters. Volume 8, Number 3
Author: Urdegar, Steven M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Student Mobility,Transfer Students,Enrollment Trends,Disadvantaged,Withdrawal (Education),Racial Differences,English Language Learners,Special Education,Language Arts,Neighborhoods

The primary purpose of this report is to examine the entries into and transfers between charter and traditional schools in the Miami-Dade County Public Schools (M-DCPS) from October 2017 to October 2018. The sample for the study consisted of three groups: (1) students in the M-DCPS who attended the traditional or the charter schools during both 2017-18 and 2018-19; (2) students in the M-DCPS who attended the traditional or the charter schools during 2017-18 and did not attend during 2018-19; and (3) students new to the M-DCPS in 2018-19. Only students in grades PK-12 who were active and enrolled in the District during the Fall Student Survey (October) of a given school year were included in this study. More than one in six students in the M-DCPS currently attends a charter school, a proportion that has steadily increased since charter schools were first introduced. The exchange of students between the traditional and charter schools, when added to the new entries that go directly to charter schools, has increased the percentage of disadvantaged students, decreased the academic achievement, and decreased enrollment at the District's traditional schools. [For the 2016-17 to 2017-18 report, see ED599454.]
Summer Programs: An Analysis of Participation and Impact, 2018. Evaluation Matters. Volume 8, Number 3
Author: Urdegar, Steven M.
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Summer Programs,Student Participation,Program Effectiveness,Elementary School Students,Secondary School Students,Supplementary Education,Literacy Education,Mathematics Education,Algebra,Remedial Instruction

This report examines the outcomes of the in-class summer programs operated in Miami-Dade County Public Schools (M-DCPS). The Summer Programs, offered to provide supplemental instruction for students in need of remediation, are comprised of Literacy for Rising 3rd Grade Students, Algebra I End-of-Course (EOC) remediation, and Course Recovery. Not included in this report is the state-mandated summer program for retained third graders, which is addressed in a separate evaluation. Students who participated in the Literacy for Rising Third Grade component enjoyed significantly better outcomes on the iReady Diagnostic Test administered in the fall than students who did not attend the summer sessions. In addition, the Algebra I remediation significantly improved the odds of passing the End of Course exam for summer participants in Grade 11, but not at any other grade. Finally, over two-thirds of the courses attempted by students who participated in Course Recovery were completed (over 45% with a grade of C and nearly 35% with a grade of B), helping students meet promotion criteria. [For the 2017 report, see ED599458.]
Teach for America: An Analysis of Placement and Impact, 2017-18. Evaluation Matters. Volume 8, Number 4
Author: Urdegar, Steven M.
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Alternative Teacher Certification,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Teacher Placement,Academic Achievement,Correlation,Teacher Recruitment,English Teachers,Language Arts,Biology,Science Teachers,Mathematics Instruction,Reading Instruction,Science Instruction,History Instruction,Comparative Analysis,Scores,Student Characteristics,Teacher Persistence,Instructional Program Divisions,Special Education,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Gifted Education,Social Studies,Middle School Teachers,High School Teachers,School Districts,Faculty Mobility,Program Evaluation,Standardized Tests,Teacher Characteristics

This report examines the patterns of placement of Teach for America (TFA) teachers and the achievement of the students they taught during the 2017-18 school year. The length of time current and former TFA teachers continue as employees of the District is also explored. TFA is an organization that recruits recent college graduates/professionals to teach for two years in selected communities. TFA teachers identified for this study included all TFA teachers assigned to teach reading/English language arts (grades 1-10), mathematics (grades 1-10), science (grades 5 and 8), civics (grade 7), biology (grade 10), and U.S. History (grade 11). A comparison pool included all Non-TFA teachers assigned to teach students in the schools, subjects , and grades in which TFA teachers were deployed. Two separate comparisons of the students' impact scores (TFA vs. non-TFA teachers, matched on course content, number of students, student demographics, and baseline achievement; and TFA vs. all non-TFA teachers) failed to show any significant differences at any grade level and subject area. An examination of the duration of employment of TFA teachers showed that most separate from service one to two years after completing their commitments to the program.
Teach for America: An Analysis of Placement and Impact, 2018-19. Evaluation Matters. Volume 9, Number 2
Author: Urdegar, Steven M.
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Alternative Teacher Certification,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Teacher Placement,Academic Achievement,Correlation,Teacher Recruitment,English Teachers,Language Arts,Biology,Science Teachers,Mathematics Instruction,Reading Instruction,Science Instruction,History Instruction,Comparative Analysis,Scores,Student Characteristics,Teacher Persistence,Instructional Program Divisions,Special Education,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Gifted Education,Social Studies,Middle School Teachers,High School Teachers,School Districts,Faculty Mobility,Program Evaluation,Standardized Tests,Teacher Characteristics

This report examines the patterns of placement of Teach for America (TFA) teachers and the achievement of the students they taught during the 2018-19 school year. The length of time current and former TFA teachers continue as employees of the District is also explored. TFA is an organization that recruits recent college graduates/professionals to teach for two years in selected communities. All TFA teachers assigned to teach at participating schools within the Miami-Dade County Public Schools are included in the participation section of this report. The analysis of impact was limited to teachers assigned to teach content addressed through state- and district- wide assessments; i.e., reading/English language arts (Grades 1-10), mathematics (Grades 1-10), science (Grades 5 and 8), civics (Grade 7), biology (Grade 10), and U.S. History (Grade 11). Two separate comparisons of the students' impact scores failed to show any significant differences at any grade-level or subject area. Moreover, the size and direction of the differences were unaffected by teachers' assignments. Finally, an examination of the duration of employment of TFA teachers showed that most separate from service one to two years after completing their commitments to the program. [For the 2017-18 report, see ED599452.]