ethanporcaro/eric-fulltext-meta huggingface dataset:
Advancing the Illinois Early Childhood Education Workforce: A Model College and Career Pathway. IERC 2017-3
Author: Bernoteit, Stephanie A.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Preschool Teachers,Preservice Teacher Education,Teacher Education Programs,Career Development,Models,Teacher Competencies,Educational Policy,Labor Force Development

The early childhood educator workforce has widely ranging credentials and degrees, qualifications and compensation, typically varying by setting. Yet, there is a national call for aligning and strengthening requirements for preparation of the early childhood workforce to ensure that young children thrive and reach their potential at each stage in their development. This policy brief proposes and describes a pathway model that accomplishes these goals, building on the existing early childhood credentialing and postsecondary degree structure in Illinois to create a seamless system of vertically-aligned preparation for the early childhood workforce with multiple entry and exit paths to fit the needs of this diverse workforce. This policy report details how this pathway model fits in the Illinois context, describes the rationale for its development, and importantly, concludes with recommendations for Illinois policymakers and state agencies, as well as for higher education institutions to continue to develop and advance the early childhood workforce in Illinois.
Virtual Schools Report 2016: Directory and Performance Review
Author: Miron, Gary
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Virtual Classrooms,Blended Learning,Public Schools,Traditional Schools,Enrollment,School Demography,Proprietary Schools,Private Schools,Charter Schools,Student Characteristics,Minority Group Students,Low Income Students,Teacher Student Ratio,Educational Indicators,Federal Programs,School Effectiveness,Elementary Secondary Education,Accountability,Graduation Rate

This 2016 report is the fourth in an annual series of National Education Policy Center (NEPC) reports on the fast-growing U.S virtual school sector. This year's report provides a comprehensive directory of the nation's full-time virtual and blended learning school providers. It also pulls together and assesses the available evidence on the performance of America's virtual and blended learning schools. It is intended as reference work for policymakers, educators, and the public. This report provides a detailed overview and inventory of full-time virtual schools and blended learning schools that are also known as hybrid schools. Full-time virtual schools deliver all curriculum and instruction via the Internet and electronic communication, usually asynchronously with students at home and teachers at a remote location. Blended schools combine traditional face-to-face instruction in classrooms with virtual instruction. Although increasing numbers of parents and students are choosing virtual or blended schools, little is known about the inner workings of these schools. Evidence related to inputs and outcomes indicate that students in these schools differ from those in traditional public schools. The school performance measures for both virtual and blended schools also indicate that these schools are not as successful as traditional public schools. Nevertheless, the evidence suggests that their enrollment growth has continued. Large virtual schools operated by for-profit education management organizations (EMOs) dominate this sector and are increasing their market share. While more districts are opening their own virtual schools, the schools are typically small, and with limited enrollment. This report provides a census of full-time virtual schools and blended schools. It also includes student demographics, state-specific school performance ratings, and a comparison of virtual school outcomes with state norms. The following appendices are available for download: (1) Numbers of Virtual Schools and Students by State; (2) Numbers of Blended Learning Schools and Students by State; (3) Numbers of Full-Time Virtual Schools and the Students They Serve; (4) Numbers of Blended Learning Schools and the Students They Serve; and (5) Measures of School Performance: State Performance Ratings, Adequate Yearly Progress Status, and Graduation Rates--Full-Time Virtual Schools. (A list of notes and references is included.) [For &quot;Virtual Schools in the U.S. 2015: Politics, Performance, Policy, and Research Evidence,&quot; see ED558722.]
Holding Teacher Preparation Accountable: A Review of Claims and Evidence
Author: Cochran-Smith, Marilyn
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Teacher Education,Accountability,Teacher Effectiveness,Educational Quality,Standards,Educational Improvement,Evidence,Educational Legislation,Higher Education,Federal Legislation,Accreditation (Institutions),Alternative Assessment,Validity,Teacher Evaluation,Educational Policy

Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about whether, how, by whom, and for what purposes teachers should be prepared. This brief takes up four major national initiatives intended to improve teacher quality by &quot;holding teacher education accountable&quot; for its arrangements and/or its outcomes: (1) the U.S. Department of Education's state and institutional reporting requirements in the Higher Education Act (HEA); (2) the standards and procedures of the Council for the Accreditation of Educator Preparation (CAEP); (3) the National Council on Teacher Quality's (NCTQ) Teacher Prep Review; and (4) the edTPA uniform teacher performance assessment developed at Stanford University's Center for Assessment, Learning, and Equity (SCALE) with aspects of data storage and management outsourced to Pearson, Inc. These four initiatives reflect different accountability mechanisms and theories of change, and they are governed by different institutions and agencies, including governmental offices, professional associations, and private advocacy organizations. Despite differences, each assumes that the key to teacher education reform is accountability in the form of public assessment, rating, and ranking of states, institutions, programs, and/or teacher candidates. This brief addresses two questions for each initiative: (1) What claims do proponents of the initiative make about how it will improve teacher preparation and thus help solve the teacher quality problem in the U.S.?; and (2) What evidence supports these claims? (A list of notes and references is included.)
Adapting Child Care Market Price Surveys to Support State Quality Initiatives. White Paper
Author: Branscome, Kenley
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Child Care,Costs,Surveys,Marketing,Early Childhood Education,Access to Education,State Government,State Surveys,Educational Quality,Research Methodology,Test Construction

Recent changes to the Child Care and Development Fund (CCDF) require a state's child care market price survey to: (1) be statistically valid and reliable and (2) reflect variations in the cost of child care services by geographic area, type of provider, and age of child. States may use an alternative methodology for setting payment rates--such as a cost estimation model--to take into account the cost of meeting quality requirements. This brief provides an overview on how states can adapt to meet these new requirements and also align price surveys to better support efforts to improve the access that children have to high-quality early learning programs.
Investing in Equal Opportunity: What Would It Take to Build the Balance Wheel?
Author: Rice, Jennifer King
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Opportunities,Role of Education,Educational Policy,High Stakes Tests,Accountability,School Resegregation,Privatization,Politics of Education,Citizenship Responsibility,Democratic Values,Cultural Awareness,Educational Resources,Teacher Effectiveness,Class Size,Culturally Relevant Education,Educational Environment,Disadvantaged Youth,Access to Education,Achievement Tests,Formative Evaluation,Educational Quality

More than 150 years ago Horace Mann persuasively reasoned that education is the &quot;balance wheel&quot; of the social structure. He argued that education should be free and universal. While much progress has been made in establishing a universal education system since Mann spoke those words, substantial disparities in educational resources, opportunities, and outcomes continue to undermine his vision--and ultimately our society. This brief revisits Mann's vision of education as the balance wheel of society. The purpose is to identify resources and supporting policies that would be required if we fully committed our schools to the goal of equal opportunity. The brief recognizes that the opportunity gap is grounded in a range of social and economic factors well beyond the control of schools and that serious efforts to promote equal opportunity must include a broader set of services. However, in the absence of policies to address those factors, it seems reasonable to consider what an education system fully committed to equal opportunity might look like. The brief describes resources and services that are within the traditional education sphere as well as provisions and necessary resources that would expand the role of education to address student needs in ways that, in many cases, are already expected of schools. The paper concludes by discussing the challenges of pursuing equal opportunity in the current policy context that promotes high stakes accountability, resegregation, and privatization. Recommendations for an education system that aims to realize Mann's vision of the balance wheel are included. A list of notes and references is included.
School Closure as a Strategy to Remedy Low Performance
Author: Sunderman, Gail L.
Date: 2017-05-00
Type: Information Analyses
Subjects: School Closing,Academic Achievement,School Effectiveness,Transfer Students,Urban Schools,Suburban Schools,Disproportionate Representation,Minority Group Students,Low Income Students,Conflict,Politics of Education,Costs,Student Transportation,Student Experience,Incidence,Public Schools,Program Effectiveness,Community,Neighborhoods,Elementary Secondary Education

This brief investigates whether closing schools and transferring students for the purpose of remedying low performance is an option educational decision makers should pursue. The logic of closing schools in response to low student performance goes like this: By closing low-performing schools and sending students to better-performing ones, student achievement will improve. The new, higher-performing schools will give transfer students access to higher-quality peer and teacher networks, which in turn will have a beneficial effect on academic outcomes. The threat of closure may motivate low-performing schools (and their districts) to improve in order to preempt school closure. To investigate this logic, the authors draw on an evidence base that consists of peer-reviewed research studies and well-researched policy reports, but relatively few of these exist for school closures. They ask: (1) How often do school closings occur and for what reasons? (2) What is the impact on students of closing schools for reasons of performance? (3) What is the impact of closing schools on the public school system in which closure has taken place? and (4) What is the impact of school closures on students of various ethnic and socioeconomic backgrounds, and on local communities and neighborhoods? They conclude that school closures as a strategy for remedying student achievement in low-performing schools is a high-risk/low-gain strategy that fails to hold promise with respect to either student achievement or non-cognitive well-being. It causes political conflict and incurs hidden costs for both districts and local communities, especially low-income communities of color that are differentially affected by school closings. The authors provide recommendations based on their research findings for policymakers who may be considering closures as an option to improve academic performance. A list of notes and references is included.
Kentucky Disability Resource Manual: A Handbook of Program Descriptions, Eligibility Criteria, and Contact Information. Updated
Author: University of Kentucky, Human Development Institute
Date: 2016-11-00
Type: Guides - Non-Classroom
Subjects: Developmental Disabilities,Disabilities,Guides,Children,Health Services,Health Insurance,Assistive Technology,Access to Education,Educational Needs,Place of Residence,Community Programs,Group Homes,Employment,Financial Support,Screening Tests,Access to Health Care,Federal Legislation,State Programs,Transitional Programs,Higher Education,Student Needs,Head Injuries,Brain,Independent Living,Home Programs,Caregivers,Supported Employment,Vocational Rehabilitation,Blindness,State Aid,Advocacy,Autism,Down Syndrome,Mental Disorders,Legislators

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The focus of this manual is to provide easy-to-read information concerning available resources, and to provide immediate contact information for the purpose of applying for resources and/or locating additional information. Sections include: (1) Resources for Children with Disabilities; (2) Healthcare and Insurance Resources; (3) Assistive Technology; (4) Education; (5) Community Living; (6) Employment Resources; (7) Financial Resources; and (8) Additional Resources. [For the December 2013 edition of this Manual, see ED558573.]
Enhancing Training Advantage for Remote Aboriginal and Torres Strait Islander Learners. Research Report
Author: Guenther, John
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Indigenous Populations,Pacific Islanders,Vocational Education,Rural Education,Graduation,School Holding Power,Employment,Outcomes of Education,Case Studies,On the Job Training,Allied Health Occupations Education,Adult Literacy,Mixed Methods Research,Employment Potential,Success,Colleges,Influences

Aboriginal and Torres Strait Islanders in very remote parts of Australia are increasingly participating in vocational education and training (VET); however, completion rates remain low and employment outcomes are not improving. This project identifies how retention and completion can be improved and what other indicators of success are important outcomes of training in remote communities. Using a case study approach to investigate five unique training programs in remote areas of Australia, the report finds a that range of factors contribute to retention, including: (1) trainer qualities and characteristics of delivery; (2) family, personal, community and cultural factors; (3) training coordination and support; (4) supportive relationships with other students; (5) local community ownership of training; and (6) training that is connected to culture and local knowledge. A literature review is appended. [For a related Support Document, see ED574709.]
Case Studies of Training Advantage for Remote Aboriginal and Torres Strait Island Learners. Support Document
Author: Skewes, Janet
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Indigenous Populations,Pacific Islanders,Vocational Education,Rural Education,Case Studies,On the Job Training,Allied Health Occupations Education,Adult Literacy,Colleges,Mental Health,Suicide,Prevention

The case studies presented in this Support Document are a compilation of learnings derived from the research project, &quot;Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners.&quot; The project, funded by the National Centre for Vocational Education Research (NCVER), was conducted by a consortium of researchers from five institutions: TAFE SA, Batchelor Institute of Indigenous Tertiary Education, University of New England, James Cook University and the University of Notre Dame Australia. The research was conducted during 2016 with participants from five locations: the Anangu Pitjantjatjara Yankunytjatjara Lands of South Australia, the Northern Territory, western New South Wales, the Kimberley region of Western Australia, and the Cape York and Torres Strait Island regions of Queensland. Based on training programs considered to be successful, the project was designed in order to gain an understanding of the dynamics of retention and completion towards employability. Nationally, for very remote Aboriginal and Torres Strait Islander trainees, completion rates for VET courses are on average 16.6%, with an even lower figure for certificate I courses. [This document was produced by the author(s) based on their research for the report &quot;Enhancing Training Advantage for Remote Aboriginal and Torres Strait Islander Learners&quot; (ED574708).]
Methodological Discrepancies in the Teaching/Assessment Process of EFL at the High School Level in the Dominican Public System
Author: DaCosta, Pedro Tavárez
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Evaluation Methods,Pretests Posttests,Language Teachers,Program Effectiveness,Language Proficiency,Faculty Development,Teacher Competencies,Teacher Characteristics,Qualitative Research,Statistical Analysis

This research work consisted in the implementation of a plan in which, by way of treatment, it was possible to improve the levels of assessment competences of the foreign language, of the non-qualified teachers of English of the middle level, Districts 11-01 and 11-02 of the Regional of Education of Puerto Plata, Dominican Republic The purpose of this process was to solve the discrepancies detected between the teaching processes and evaluation of the same. In order to carry out this project, the group of these new teachers was submitted to a pre-test or diagnostic test, in order to determine their previous capacities. They were then given an induction course to assess English according to the parameters of the so-called communicative language approach, which lasted 10 weeks and was developed in 120 hours. At the end of the process they were given a second test or post-test, which resulted in an increase of 81.25%, as an expression of the improvements obtained in the evaluation competencies of the participants. It is hoped that these achievements will contribute to the formulation of similar programs in other educational and regional districts of the country, given the national nature of the tested problem. Six appendices are included: (1) Training Course Program; (2) Calculation and Analysis of Pearson's Correlation Coefficient; (3) Evaluation Test for In-service English Teachers; (4) Chronogram of Activities; (5) Mean, Variance and Standard Deviation; and (6) Population by Districts, Schools and Gender.
Diverse Housing, Diverse Schooling: How Policy Can Stabilize Racial Demographic Change in Cities and Suburbs
Author: Wells, Amy Stuart
Date: 2015-12-00
Type: Reports - Research
Subjects: Housing,School Desegregation,Desegregation Effects,Racial Bias,Racial Segregation,Urban Schools,Suburban Schools,Urban Areas,Suburbs,Public Policy,Educational Policy,State Policy,Racial Integration,School Choice,School Resegregation,Social Science Research,Residential Patterns,Migration Patterns,Elementary Secondary Education

This policy brief provides a review of the social science evidence on the housing-school nexus, highlighting the problem of reoccurring racial segregation and inequality absent strong, proactive federal or state integration policies. Three areas of research are covered: (a) the nature of the housing-school nexus; (b) the impact of school desegregation and housing integration policies on the nexus; and (c) the connection between the implicit racial biases literature (the &quot;perceptions of place&quot;) to research on school and housing choices. (A list of notes and references is included.)
Community Schools: An Evidence-Based Strategy for Equitable School Improvement
Author: Oakes, Jeannie
Date: 2017-06-00
Type: Reports - Research
Subjects: Community Schools,Educational Improvement,Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Needs,Low Achievement,Disadvantaged Schools,Low Income Students,Intervention,Evidence Based Practice,Educational Strategies,School Effectiveness,Integrated Services,Extended School Day,Extended School Year,Family School Relationship,School Community Relationship,Participative Decision Making

This brief examines the research on community schools, with two primary emphases. First, it explores whether the 2015 federal Every Student Succeeds Act (ESSA) opens the possibility of investing in well-designed community schools to meet the educational needs of low-achieving students in high-poverty schools. And second, it provides support to school, district, and state leaders as they consider, propose, or implement a community school intervention in schools targeted for comprehensive support. The brief is drawn from a larger research review, available at https://learningpolicyinstitute.org/product/comm-schools-equitable-brief. This review shows that the evidence base on well-implemented community schools and their component features provides a strong warrant for their potential contribution to school improvement. Sufficient evidence meeting ESSA's criteria for &quot;evidence-based&quot; approaches exists to justify including community schools as part of targeted and comprehensive interventions in high-poverty schools. This evidence also supports community schools as an approach appropriate for broader use. Policymakers who want to incorporate a community schools strategy into their ESSA state plans--as well as other plans for state and local school improvements--can benefit from the research-based lessons presented in this brief. (A list of notes and references is included.)
Nothing about Us without Us: Asking Kentuckians with Disabilities about What They Need to Thrive. Research Brief. Spring 2016
Author: Mevoli, K.
Date: 2016-00-00
Type: Reports - Research
Subjects: Disabilities,Surveys,Needs Assessment,Stakeholders,Developmental Disabilities,Administrators,Professional Personnel,Family (Sociological Unit),Likert Scales,Leadership Responsibility,Self Advocacy,Family Role

As a part of their strategic long term planning process, the Commonwealth Council for Developmental Disabilities (CCDD), Kentucky Protection &amp; Advocacy (KPA), and the Human Development Institute (HDI) at the University of Kentucky developed a survey to identify areas of high need for people with disabilities in the state. This research brief describes how we used several different methods to make sure everyone's voice was heard, including professionals, families, community leaders, and, most importantly, self-advocates. Because perspectives were formed by professional and personal experiences, the data helped us find various solutions to to attain better outcomes for Kentuckians with disabilities.