ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating for the Future. 2020 Update
Author: Fergus, Meredith
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Futures (of Society),Educational Attainment,Minority Group Students,Postsecondary Education,Ethnicity,Educational Trends,Academic Degrees,Student Characteristics,Graduation Rate,College Graduates,School Holding Power,Academic Persistence,Dropout Prevention,State Legislation,Educational Legislation,Racial Differences,Higher Education,Career Readiness,Economic Development,Disproportionate Representation

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (Minn. Laws 2015 Chapter 69 Article 3 Sec. 6). Most importantly, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities. Educational attainment refers to the highest level of education an individual completes. The U.S. Census measures educational attainment of a population as a percentage or count of the population that holds a postsecondary credential (certificate, associate degree, diploma, bachelor's degree, master's degree, graduate certificate, and doctoral or professional degree). Current estimates show that 63.0% of Minnesotans aged 25-44 years completed a postsecondary credential. This percentage increased slightly as compared to 2015 estimates (57.5%). This yearly report provides an update on where Minnesota is at in their state postsecondary educational attainment goal. In summary, Minnesota is making steady progress towards the 70% educational attainment goal, but attainment gaps persist among people of color and American Indians. As the state is increasingly becoming more diverse, the need for more Minnesotans to become career-ready is also increasing. Unfortunately, many American Indian, Black, Asian, and Hispanic Minnesotans are not earning credentials. Showing attainment rates by basic race groups hides differences within each group that are important. In order for Minnesota to maintain economic growth and ensure continued prosperity, the state and its colleges should engage communities of color and American Indian communities in postsecondary education. [For the 2019 report, see ED605883.]
Educating for the Future. 2021 Update
Author: Fergus, Meredith
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Educational Attainment,College Graduates,Minority Group Students,Racial Differences,Ethnicity,Postsecondary Education,Higher Education,Benchmarking,State Legislation,Educational Legislation,Trend Analysis,Disproportionate Representation,Dropout Prevention,School Holding Power,Race,Student Characteristics,Academic Degrees,Educational Trends,Economic Development,Futures (of Society)

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (Minn. Laws 2015 Chapter 69 Article 3 Sec. 6). Most importantly in recognition of existing gaps in attainment, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities as interim goals. Current estimates show that 62.5% of Minnesotans aged 25-44 years completed a postsecondary credential. This percentage increased as compared to 2015 estimates (57.5%). This yearly report provides an update on where Minnesota is at in their state postsecondary educational attainment goal. While Minnesota is making progress towards the 70% educational attainment goal, attainment gaps persist among Black, Indigenous, and persons of color. Showing attainment rates by basic race groups hides differences within each group that are important. In order for Minnesota to maintain economic growth and ensure continued prosperity, the state and its colleges must engage communities of color and American Indian communities in postsecondary education. [For the 2020 report, see ED616055.]
The Effects of Middle School Remediation on Postsecondary Success: Regression Discontinuity Evidence from Florida. Working Paper No. 258-0921
Author: Özek, Umut
Date: 2021-09-00
Type: Reports - Research
Subjects: Middle School Students,Remedial Instruction,Outcomes of Education,Scores,Language Arts,Dual Enrollment,College Credits,Enrollment,Selective Admission,Colleges,Academic Persistence,Educational Attainment

High school graduation rates in the United States are at an all-time high, yet many of these graduates are deemed not ready for postsecondary coursework when they enter college. This study examines the short-, medium-, and long-term effects of remedial courses in middle school using a regression discontinuity design. While the short-term test score benefits of taking a remedial course in English language arts in middle school fade quickly, I find significant positive effects on the likelihood of taking college credit-bearing courses in high school, college enrollment, enrolling in more selective colleges, persistence in college, and degree attainment.
A Framework for Making Decisions about Participation in a State&apos;s Alternate ELP Assessment. NCEO Report 426
Author: Liu, Kristin K.
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: English Language Learners,Intellectual Disability,Language Tests,Language Proficiency,English (Second Language),Second Language Learning,Identification,Guidelines,Eligibility,Alternative Assessment,Vignettes,Decision Making,Information Sources,Educational Resources,Student Characteristics,Elementary Secondary Education,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Screening Tests

Determining whether an English learner with significant cognitive disabilities should participate in an alternate English language proficiency (alt-ELP) assessment is a challenge for Individualized Education Program teams. Although some states provide guidelines for making the decision, many do not. The purpose of this resource is to provide information on how to identify which English learners who may have a most significant cognitive disability are eligible to take an alt-ELP assessment. It does this in several ways. First, it summarizes the federal assessment requirements for English learners with the most significant cognitive disabilities. Second, it provides an overview of what is known about the characteristics of students with the most significant cognitive disabilities, English learners, and English learners with the most significant cognitive disabilities. Third, it offers a framework for identifying English learners with the most significant cognitive disabilities who are eligible to participate in the alt-ELP assessment. The framework includes guiding questions and vignettes of example decisions. Fourth, the resource lists additional considerations for ensuring that students are accurately identified and supported. Last, it incorporates a list of publications and key organizations with information on identifying English learners with the most significant cognitive disabilities.
Transforming Colorado&apos;s Child Support Services to a Two-Generation Approach: Lessons Learned and Impact Results from Implementing an 11-County Randomized Controlled Study. Report No. 104C.V2
Author: Clemens, Elysia V.
Date: 2020-02-00
Type: Reports - Research
Subjects: Children,Financial Support,Welfare Services,Family Income,Employment Services,Social Capital,Innovation,Models,Program Implementation,Transitional Programs,Parent Child Relationship,Child Custody,Caseworker Approach

The Colorado Department of Human Services' Division of Child Support Services (CSS) embarked on an innovative partnership with counties to transform child support services in Colorado from a traditional enforcement approach to a family-centered multigenerational approach, commonly known as the &quot;two-generation&quot; or &quot;2Gen&quot; approach. For CSS, the primary goal of the 2Gen approach is to support family income growth by providing both parents with access to employment services and the tools needed to build social capital and improve the long-term outcomes of children. Because packaged, replicable 2Gen models for child support services did not exist when this transformative work began, the State of Colorado developed an innovative model and initiated an 11-county pilot known as the 2Gen Child Support Services Transformation Project (the 2Gen Project). This report includes: Part I: Implementation findings and lessons learned during the first eight months of implementing the 2Gen Project in 11 Colorado counties; and Part II: The results of the impact study, an 11-county randomized controlled trial. The primary audiences for this report are state-and county-level child support services administrators and supervisors. Together, these studies may inform Colorado's long-term investment and approach to CSS reform.
Intensive Intervention for Upper Elementary Students with Severe Reading Comprehension Difficulties
Author: Wanzek, Jeanne
Date: 2020-00-00
Type: Reports - Research
Subjects: Intervention,Grade 4,Elementary School Students,Reading Difficulties,Reading Achievement,Reading Instruction,Teaching Methods,Reading Fluency,Program Effectiveness,Reading Skills,Achievement Tests,Reading Tests,Emergent Literacy,School Districts,Student Characteristics,Severe Disabilities,Small Group Instruction,English Language Learners

This study examined the effectiveness of the intensive implementation of a multicomponent reading intervention (Voyager Passport) with 306 fourth grade students with severe reading difficulties. Students with reading comprehension achievement below the 15%ile in the fall of fourth grade were randomly assigned to the intensive intervention or to typical school services. Students assigned to the intensive intervention were placed in instructional groups of 2-3 students and received daily, 45 min sessions of supplemental, multicomponent reading intervention throughout the school year. Students in the intensive intervention significantly outperformed their peers receiving typical school services in word reading (ES = 0.25) and word reading fluency (ES = 0.19). Study groups performed similarly on measures of reading fluency and comprehension. Ultimately, students with severe reading difficulties accelerated their word reading and word reading efficiency achievement, but the acceleration was not enough to also accelerate their reading fluency or reading comprehension. [This paper was published in &quot;Journal of Research on Educational Effectiveness&quot; v13 p408-429 2020 (EJ1261968).]
Cultivating and Applying Race Equity Mindsets among K-12 Education Leaders: Key Questions for Reflection
Author: Buckner, Laura
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Racial Bias,Equal Education,Administrator Attitudes,Leadership,Elementary Secondary Education,Reflection,Racial Discrimination,Educational Change

Equity work can be deeply personal and may include unlearning and shifting individual biases, beliefs, and practices. This paper builds on the premise that ongoing self-reflection in equity work is critical, as failing to attend to this internal work may result in education leaders reinforcing the very systems they are seeking to disrupt. And yet, cultivating a personal race equity mindset is not enough to shift entrenched education systems. Leaders committed to equity must work in partnership to apply the same rigorous reflection to the systems in which they operate. The information and resources in this paper are for K-12 education leaders who are committed to advancing equity by developing their own race equity mindsets and reflecting on the systems in which they operate. It draws on key concepts presented through the Equity Accelerator project, which aims to support California's county offices of education in improving how their whole-child and whole-school efforts align and cohere with a vision of cultivating fundamental and sustainable change to achieve more equitable education systems. This document offers several sets of reflection questions and ideas to help individuals and groups examine their current systems and begin creating change from within by first identifying their own roles and levers of influence. The long-term goal is to address inequitable impacts -- brought about inequitable systems, policies, and practices -- on the students whom K-12 education systems serve. At the core of this document are five sets of key questions that equity leaders in local education agencies and county offices of education can use in group settings as they examine and seek to shift their education systems to be more equitable. The first two sets are for initial high-level examination of current conditions in an education system. The final three sets of questions focus on beginning to undo racial harm and creating opportunities to include more diverse perspectives in an education agency.
School Life. Volume IX, Nos. 1-10. September, 1923-June, 1924
Author: Department of the Interior, Bureau of Education (ED)
Date: 1924-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Intellectual Disciplines,Foreign Countries,Books,Organizations (Groups),Citizenship

This document contains the September 1923 through June 1924 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Bureau of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books.
Fostering Opportunities: Preliminary Success Measures for a Pay for Success Pilot Program. Report No. 18-105B
Author: Clemens, Elysia
Date: 2021-05-01
Type: Reports - Research
Subjects: Foster Care,Secondary School Students,Attendance Patterns,Academic Achievement,Suspension,Grades (Scholastic),Success,COVID-19,Pandemics,Educational Finance,Educational Planning,At Risk Students,Academic Failure,Child Welfare,Outcomes of Education,Student Improvement

Fostering Opportunities is an innovative student engagement program for middle school and high school students who have experienced foster care. In 2018, Fostering Opportunities was selected through an open, competitive process by the Governor's Office of State Planning and Budgeting to receive implementation funds financed through a hybrid Pay for Success (PFS) approach. This report represents the contractual analysis required for the first success payment, as outlined in the PFS contract. This study was a randomized control trial. Sixth to 11th grade students in Jefferson County, Colorado, in foster care (at entry into the study) were randomly assigned to either the Fostering Opportunities intervention (&quot;treatment&quot;) or business as usual (&quot;control&quot;) condition. This analysis estimated the impacts of the Fostering Opportunities intervention on: (1) school attendance rates; (2) course pass rates; and (3) suspensions over the first four semesters of implementation (spring 2019, fall 2019, spring 2020, and fall 2020). The project met the criteria for &quot;Success Level Three&quot; of four with a 27.78% improvement in the average number of suspension incidents among those students who were suspended at least once. Attendance improvements were modest but did not meet the threshold for &quot;success.&quot; Course pass rates did not improve or meet the threshold for &quot;success.&quot; In light of evidence that the COVID-19 pandemic substantively influenced the outcomes, recommendations focus on the need to: (1) fund delivery and evaluation of the Fostering Opportunities program for at least an additional year after the conclusion of the PFS project; and (2) account for the COVID-19 pandemic in the analytic plan for Success Payment Two. Likewise, given the lack of improvement in course pass rates, recommendations focus on the need to: (1) engage the PFS Operating Committee in identifying corrective action strategies; (2) engage specialists in action reviews of students with high course failure rates; and (3) update the Fostering Opportunities manual.
Does Concurrent Enrollment Improve College Access, Success, Time-to-Degree and Earnings? A Quasi-Experimental Analysis of Colorado Students. Technical Report. Report No. 19-15B
Author: Buckley, Pamela
Date: 2020-09-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Program Effectiveness,College Attendance,High School Graduates,College Graduates,Time to Degree,Wages,Academic Persistence,College Credits,Student Characteristics,Institutional Characteristics,Academic Degrees

The term dual, or concurrent, enrollment refers to the broad array of programs available to high school students that allow them to take college-level courses for credit. Dual enrollment creates multiple pathways to college by enabling high school students to take: (1) selected academic courses on college campuses; (2) college-led academic courses at their high school; or, (3) a hybrid of both. In addition, some dual enrollment programs permit students to take post-secondary level career and technical education courses. This study shows Concurrent Enrollment to be highly effective in increasing college graduation for high school students in Colorado. The sample included students across different demographics and academic abilities. Compared to students who did not take college courses while in high school, students who took Concurrent Enrollment courses were more likely to: (1) Attend college within one year following high school graduation, (2) Earn a college degree on time or early, and (3) Have higher workforce earnings after five years. [The Institute of Behavioral Science (IBS) at the University of Colorado Boulder also produced this report.]
Fostering Opportunities Program Manual: Middle and High School Version. Report No. 105A
Author: Clemens, Elysia V.
Date: 2019-07-00
Type: Guides - Non-Classroom
Subjects: Middle School Students,High School Students,Foster Care,Graduation Rate,Program Development,Program Implementation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Social Capital,Child Welfare,Student Placement,Alignment (Education),Coordinators,Specialists,Caregiver Role,Parent Role,Advocacy,Mentors,Interviews,Motivation Techniques,Trauma,Student Empowerment,Eligibility,Caseworker Approach,Best Practices

Fostering Opportunities is an innovative student engagement program for middle school and high school students who have experienced foster care. The goal of the program is to help youth who have experienced foster care be successful in school and ultimately earn a high school credential. Fostering Opportunities was developed because of the clear need to improve high school graduation rates for students in foster care. The percentage of youth in foster care who graduate with their class varies throughout the nation, but typically ranges from 23% to 63%. With the goal of supporting the unique population of students in foster care, Fostering Opportunities was conceptualized, developed, and piloted in Jefferson County, Colorado, a geographically diverse, 890-square-mile area. Although Jefferson County was an early adopter of implementing the foster care educational stability provisions in the Every Student Succeeds Act (ESSA), the majority of foster students in the area still change schools with each foster care placement because the commute time to remain in their schools of origin is too long. With its highly mobile student population, Jefferson County provided an ideal setting to develop the Fostering Opportunities program in alignment with ESSA, starting with a pilot program in 2015 that served elementary students. Then, beginning in 2018, lessons learned from the elementary pilot informed and shaped the development of the current pilot program that serves middle and high school students. [The development of the Fostering Opportunities Program Manual was funded by the Community First Foundation.]
Employing Computational Linguistics Technologies to Identify Limited Patient Health Literacy: Findings from the ECLIPPSE Study
Author: Schillinger, Dean
Date: 2020-00-00
Type: Reports - Research
Subjects: Literacy,Profiles,Computational Linguistics,Syntax,Patients,Health,Natural Language Processing,Information Technology,Medical Evaluation,Records (Forms),Readability Formulas,Readability,Correlation,Physician Patient Relationship,Pronunciation,Drug Therapy,Compliance (Psychology),Diabetes,Comorbidity,Specialists,Educational Attainment,Race,Ethnicity,Scores,Hospitals,At Risk Persons,Identification,Self Management,Health Services,Outcomes of Treatment

Objective: To develop novel, scalable, and valid literacy profiles for identifying limited health literacy patients by harnessing natural language processing. Data Source: With respect to the linguistic content, we analyzed 283 216 secure messages sent by 6941 diabetes patients to physicians within an integrated system's electronic portal. Sociodemographic, clinical, and utilization data were obtained via questionnaire and electronic health records. Study Design: Retrospective study used natural language processing and machine learning to generate five unique &quot;Literacy Profiles&quot; by employing various sets of linguistic indices: Flesch-Kincaid (LP_FK); basic indices of writing complexity, including lexical diversity (LP_LD) and writing quality (LP_WQ); and advanced indices related to syntactic complexity, lexical sophistication, and diversity, modeled from self-reported (LP_SR), and expert-rated (LP_Exp) health literacy. We first determined the performance of each literacy profile relative to self-reported and expert-rated health literacy to discriminate between high and low health literacy and then assessed Literacy Profiles' relationships with known correlates of health literacy, such as patient sociodemographics and a range of health-related outcomes, including ratings of physician communication, medication adherence, diabetes control, comorbidities, and utilization. Principal Findings: LP_SR and LP_Exp performed best in discriminating between high and low self-reported (C-statistics: 0.86 and 0.58, respectively) and expert-rated health literacy (C-statistics: 0.71 and 0.87, respectively) and were significantly associated with educational attainment, race/ethnicity, Consumer Assessment of Provider and Systems (CAHPS) scores, adherence, glycemia, comorbidities, and emergency department visits. Conclusions: Since health literacy is a potentially remediable explanatory factor in health care disparities, the development of automated health literacy indicators represents a significant accomplishment with broad clinical and population health applications. Health systems could apply literacy profiles to efficiently determine whether quality of care and outcomes vary by patient health literacy; identify at-risk populations for targeting tailored health communications and self-management support interventions; and inform clinicians to promote improvements in individual-level care. [This is the online version of an article published in &quot;Health Services Research.&quot;]