ethanporcaro/eric-fulltext-meta huggingface dataset:
Collecting against the Future: Student-Debt Practices Undermine Ohio&apos;s Higher Education Goals. Education &amp; Training
Author: van Lier, Piet
Date: 2020-02-00
Type: Reports - Research
Subjects: Postsecondary Education,State Policy,Barriers,State Legislation,Public Colleges,Debt (Financial),At Risk Students,Two Year Colleges,Colleges,Minority Group Students,First Generation College Students,Part Time Students,Nontraditional Students,Access to Education,Loan Repayment,Student Loan Programs,Tuition,Fees

Education and training beyond high school matters, preparing students to contribute to their communities, allowing them to lead healthier and more productive lives, and strengthening the economy. In today's economy, higher education is increasingly important for those seeking jobs that pay a living wage. Unfortunately, many Ohio policies work against the state's goal that by 2025, 65% of Ohioans aged 25 to 64 will have a degree, certificate, or other postsecondary workforce credential of value. Among the barriers are weak state funding for public colleges and universities and insufficient, poorly structured need-based aid. Another barrier is state law requiring public higher-education institutions to certify student debt to the Ohio Attorney General's Office (AGO) for collection. Debts include not only unpaid tuition, but library and lab fees, fines for non-payment, parking fines, and other fees not directly related to tuition. These practices are separate from loans students have taken to pay for school, which are generally owed to the federal government or other third-party lenders, and do not result in transcript withholding. The analysis in this report found that these policies are more likely to present barriers for students attending the state's two-year community colleges, which enroll more people who historically have had less access to postsecondary education, including Black and Latinx students, older students, and first-generation students. The number of debts per student is higher at two-year schools than it is at four-year schools. The report concludes with recommendations policymakers seek to address the problems created by current state law regarding student-debt collection and school-level practices on transcript withholding. [Additional support provided by College Now Greater Cleveland.]
Student Support and Academic Enrichment Grants: A First Look at Activities Supported under Title IV, Part A
Author: Boyle, Andrea
Date: 2020-02-00
Type: Reports - Research
Subjects: Grants,Educational Legislation,Federal Legislation,Elementary Secondary Education,Federal Programs,School Districts,Consortia,Federal Aid,Program Implementation,Educational Opportunities,Health Promotion,Technology Uses in Education,Resource Allocation

The Student Support and Academic Enrichment grant program supports a wide range of state and local activities to promote well-rounded educational opportunities, safe and healthy students, and effective use of technology. The program was authorized in 2015 under Title IV, Part A of the &quot;Elementary and Secondary Education Act&quot; (ESEA) and consolidates a number of previous federal programs into a single program. This report presents the first available national information on how states and districts are using these funds, based on a survey of all state Title IV, Part A directors conducted in spring and summer 2019. This study addresses the following primary questions: (1) How many school districts received Title IV, Part A grants? To what extent do districts participate through consortia? How many subgrantees are required to conduct a comprehensive needs assessment because they receive a subgrant of at least $30,000?; (2) How are school districts using their Title IV, Part A grants? To what extent are they using the funds for each main purpose? What types of services and activities are they supporting under each area?; (3) How are states using Title IV, Part A funds reserved at the state level to support school districts in meeting the program's three main purposes -- well-rounded educational opportunities, safe and healthy students, and effective use of technology?; and (4) What are the greatest challenges that state officials perceive regarding the use of Title IV, Part A funds? This report presents key findings from the state survey, followed by supporting exhibits. The key findings focus on four main areas: district participation in the Title IV, Part A program; district use of Title IV, Part A funds; state-level use of Title IV, Part A funds; and implementation challenges. Appendix A of this report features supplementary data tables, and Appendix B includes a copy of the survey instrument.
The Classroom Relational Environment and Children&apos;s Early Development in Preschool
Author: Nguyen, Tutrang
Date: 2020-00-00
Type: Reports - Research
Subjects: Preschool Children,Preschool Education,Child Development,Interaction,Teacher Student Relationship,Social Development,Child Behavior,Executive Function,Low Income Students,Student Diversity,Conflict,School Readiness,Emotional Development,At Risk Students,Preschool Teachers,Student Characteristics,Academic Achievement,Minority Group Students,Gender Differences,Racial Differences,Ethnicity,Limited English Speaking,Special Needs Students,Language Usage,Parent Background,Educational Attainment,Institutional Characteristics,Teacher Characteristics

The present study considered the ways in which interactional quality in the classroom and teacher--child relationships independently and synergistically shaped the early academic, social-behavioral, and executive function outcomes of 1,498 preschoolers from low-income families from a large, culturally, and linguistically diverse county. The findings revealed that children who had closer and less conflictual relationships with their teachers demonstrated greater improvements in all domains of school readiness across the preschool year. Moreover, preschool attendees did not reap the maximum academic benefits from high quality classroom environments unless they also had high-quality individual relationships with their teachers. Implications for policy and practice are discussed. [This is the online version of an article published in &quot;Social Development.&quot;]
Developing a Direct Rating Behavior Scale for Depression in Middle School Students
Author: Kilgus, Stephen P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rating Scales,Middle School Students,Correlation,Depression (Psychology),Behavior Problems,Interpersonal Competence,Social Behavior,Classroom Communication,Screening Tests,Accuracy,Identification,Cutting Scores,At Risk Students,Comparative Analysis,Classroom Observation Techniques,Check Lists,Item Analysis

Research has supported the applied use of Direct Behavior Rating Single-Item Scale (DBR-SIS) targets of &quot;academic engagement&quot; and &quot;disruptive behavior&quot; for a range of purposes, including universal screening and progress monitoring. Though useful in evaluating social behavior and externalizing problems, these targets have limited utility in evaluating emotional behavior and internalizing problems. Thus, the primary purpose of this study was to support the initial development and validation of a novel DBR-SIS target of &quot;unhappy,&quot; which was intended to tap into the specific construct of depression. A particular focus of this study was on the novel target's utility within universal screening. A secondary purpose was to further validate the aforementioned existing DBR-SIS targets. Within this study, 87 teachers rated 1,227 students across two measures (i.e., DBR-SIS and the Teacher Observation of Classroom Adaptation--Checklist [TOCA-C]) and time points (i.e., fall and spring). Correlational analyses supported the test-retest reliability of each DBR-SIS target, as well as its convergent and discriminant validity across concurrent and predictive comparisons. Receiver operating characteristic (ROC) curve analyses further supported (a) the overall diagnostic accuracy of each target (as indicated by the area under the curve [AUC] statistic), as well as (b) the selection of cut scores found to accurately differentiate at-risk and not at-risk students (as indicated by conditional probability statistics). A broader review of findings suggested that across the majority of analyses, the existing DBR-SIS targets outperformed the novel &quot;unhappy&quot; target. [This article was published in &quot;School Psychology&quot; (EJ1201848).]
Working Memory Predicts Children&apos;s Analogical Reasoning
Author: Simms, Nina K.
Date: 2018-02-00
Type: Reports - Research
Subjects: Short Term Memory,Predictor Variables,Logical Thinking,Children,Executive Function,Individual Differences,Inhibition,Self Control,Cognitive Ability,Cognitive Development,Cognitive Tests

Analogical reasoning is a fundamental cognitive skill of drawing relationships between representations, often between prior knowledge and new representations, that allows for bootstrapping cognitive and language development (Gentner, 2003). Analogical reasoning proficiency develops substantially during childhood, though the mechanisms underlying this development have been debated, with developing cognitive resources as one proposed mechanism (Richland, Morrison &amp; Holyoak, 2006). We explore the role of executive function (EF) in supporting children's analogical reasoning development, with the goal of determining whether predicted aspects of EF were related to analogical development at the level of individual differences. We assessed 5- to 11-year-old children's working memory, inhibitory control, and cognitive flexibility using measures from the NIH Toolbox Cognition battery (2013). Individual differences in children's working memory best predicted performance on an analogical mapping task. These findings underscore the need to consider fundamental cognitive capacities in comprehensive theories of children's reasoning development. [This paper was published in &quot;Journal of Experimental Child Psychology&quot; v166 p160-177 2018.]
Budget of the U.S. Government, Fiscal Year 2021
Author: White House, Office of Management and Budget (OMB)
Date: 2020-02-00
Type: Numerical/Quantitative Data
Subjects: Federal Government,Budgets,Expenditures,Public Agencies,Fiscal Capacity,Federal Programs,Economic Development,Job Development,Presidents,International Trade,Efficiency,National Security,Government Role,Federal Aid,Access to Education,Elementary Secondary Education,Higher Education,Vocational Education,Black Colleges,Labor Force Development,Taxes,Armed Forces,Drug Addiction,Federal Legislation,Fuels

The &quot;Budget of the United States Government, Fiscal Year 2021&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. This year's Budget includes $4.4 trillion in savings--bringing deficits down each year, and putting the Federal Government on a path to a balanced budget in 15 years. This spending restraint includes targeted reductions and eliminations of low-value programs, and it contains a number of policies to improve payment accuracy and eliminate wasteful spending in mandatory programs. The Budget also reflects restraint in non-defense discretionary (NDD) spending, which the Budget proposes to keep five percent below 2020 NDD spending levels, and reduce spending in future years. The Budget also includes a number of regulatory actions that can be achieved with current authorities to improve program efficiency and eliminate wasteful spending. Implementing the real spending restraint proposed in the 2021 Budget, coupled with other pro-growth policies, will keep the economy thriving and America prosperous for generations to come. [For the 2020 Budget, see ED594753.]
Measuring the Technological Pedagogical Content Knowledge (TPACK) of Pre-service Teachers in Relation to their Gender and Streams
Author: Naaz, Shibli
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Preservice Teachers,Gender Differences,Intellectual Disciplines,Foreign Countries,Sciences,Art,Social Sciences

The present study is aimed to find out the level of Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers. The study also finds out the effect of gender and streams on TPACK of Pre-service teachers. For this purpose a sample consist of 131 pre-service teachers of the department of Education, Aligarh Muslim University Aligarh were selected by using Simple Random Sampling technique. TPACK scale developed by Hosseini, Z., &amp; Anand, K. (2012) was used for data collection purposes. Data were analyzed by Mean, Standard Deviation, t-test, and ANOVA. The findings of the study revealed the fact that on TPACK scale Pre-service teachers have a high mean score in Technological Knowledge and low mean score in Technological Content Knowledge. The present study indicates that both male and female differs in Technological Knowledge, but overall TPACK of pre-service teachers have no difference on the basis of gender. Similarly, there exists no significant difference in Technological Pedagogical Content knowledge of pre-service teachers among different streams (science, art, and social sciences).
The Effect of Internal Marketing on Physical Education and Sports Teachers&apos; Job Performance
Author: Duyan, Mehdi
Date: 2020-00-00
Type: Journal Articles
Subjects: Marketing,Physical Education Teachers,Job Performance,Foreign Countries,Teacher Characteristics,Public Schools,Job Satisfaction,Correlation,Age Differences,Work Experience,Athletic Coaches

The aim of this study is to investigate the effect of internal marketing on physical education and sports teachers' job performance. Data were obtained from physical education and sports teachers (N=157) working in public institutions in Turkey. The data were collected with two scales measuring internal marketing and job performance. Descriptive analysis, validity and reliability analysis, correlation, and hierarchical regression analysis were applied to the obtained data. Validity and reliability analysis showed that both scales are highly valid and reliable. As a result of the hierarchical regression analysis, it was seen that internal marketing had a significant and positive effect on physical education and sports teachers' job performance. In order for education managers to achieve high performance in their organizations, they are suggested to apply internal marketing effectively.
A Study of Academic Achievement of Upper Primary School Students in Relation to Their Socio-Economic Status
Author: Faaz, Mohammad
Date: 2017-06-00
Type: Journal Articles
Subjects: Academic Achievement,Elementary School Students,Correlation,Socioeconomic Status,Social Differences,Foreign Countries

The present study is aimed to find out the impact Socio-Economic Status on the Academic Achievement of students belonging to the upper primary stage. For this purpose, a sample consisting of 121 students from class VII were taken from A.M.U School by using Single random sampling technique. Socio-Economic Status scale developed by R.L. Bhardwaj (2014) was used for data collection purposes. Marks obtained by the students in the previous class was used as an indicator of their academic achievement. Data was analyzed by using Karl Pearson Product Moment Correlation Coefficient and t-test. The findings of the study revealed the fact that there exists a high and a positive relationship between Socio-Economic Status and academic achievement of Students at Upper Primary stage. Also, the study showed that academic achievement varies according to the variation in Socio-economic level of students. Those students who belong to high Socio-Economic Status usually achieve higher marks and grades in their schooling while those who come from middle and lower Socio-Economic Status background obtained average and lower marks in their schooling.
Californians and Public Education: Views from the 2020 PACE/USC Rossier Poll
Author: Polikoff, Morgan S.
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Public Education,Public Schools,Public Opinion,Educational Attitudes,Educational Trends,Violence,Weapons,Educational Finance,Higher Education,Elementary Secondary Education,Privatization,College Admission,Expenditures,Teacher Shortage,Teacher Salaries

This report examines findings from the 2020 PACE/USC Rossier poll of California voters. The poll represents the views of 2,000 registered California voters across a range of topics from early childhood education to higher education. Based on these results, the authors have identified five key findings: (1) There is growing pessimism about the direction of California and its public schools; (2) Voters have strong concerns about both gun violence in schools and the affordability of higher education and prioritize K-12 and higher education over early childhood; (3) Voters express negative opinions about higher education, especially the fairness of private college admissions; (4) Voters support an increase in educational spending and multiple approaches to paying for that spending; and (5) Voters are concerned about teacher shortages and are strongly in favor of increasing teacher salaries.
Organizing Schools to Serve Students with Disabilities: A Summary of the PACE Policy Research Panel. Version 2
Author: Myung, Jeannie
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Special Education,Students with Disabilities,Identification,Disability Identification,Transitional Programs,Special Education Teachers,Teacher Education,Mental Health Programs,Health Services,Positive Behavior Supports,Inclusion,Agency Cooperation,Educational Policy

More than 725,000 of California's K-12 students qualified for special education services in 2018-19, but they entered a system that is often ill equipped to serve them. This brief summarizes the findings from 13 research publications produced as part of the PACE Policy Research Panel &quot;Special Education: Organizing Schools to Serve Students with Disabilities in California.&quot; We find opportunities for improvement in early identification; transitions into and out of special education services; educator preparation and development; and availability of mental and physical health services. Comprehensive implementation of the Multi-Tiered System of Supports (MTSS) framework would address the needs of all students, including students with disabilities (SWDs), but will require substantial investments. Policy can better equip schools by establishing expectations on inclusion, developing educator capacity, systematizing data, and fostering interagency collaboration.
Examining the Role of Preschool Classrooms&apos; Behavioral Composition as a Predictor of the Quality of Teacher-Child Interactions
Author: Partee, Ann M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Children,Preschool Teachers,Classroom Environment,Teacher Student Relationship,Child Behavior,Behavior Problems,Teaching Experience,Classroom Techniques,Teacher Qualifications,Stress Variables,Predictor Variables,Class Organization,Interaction

Research Findings: This study examined the relation between classroom behavioral composition and teacher-child interactions in preschool classrooms and the potential for teachers' experience, education level, and area of study to buffer against the challenges of teaching in classrooms with high levels of disruptive behaviors. Classroom behavioral composition was operationalized in two ways (classroom mean and classroom proportion of children at or above 90th percentile) using teacher reports of children's disruptive behaviors. Results indicated that the proportion of children at or above the 90th percentile was linked to a decline in the quality of teacher-child interactions in classroom organization and instructional support across the year. Marginally significant interaction effects suggested that holding a bachelor's degree may be a protective factor for teachers' emotional support quality at the beginning of the year, but more years of teaching experience seemed to worsen the negative effect of challenging classroom behavioral composition on the quality of emotional interactions over the course of the school year. Practice or Policy: The quality of preschool teachers' practice showed declines across the year when teachers perceived very disruptive behaviors in the classroom. The results of this study have implications for preservice training, teacher professional development, and quality rating and improvement systems focused on teacher-child interactions. [This is the online version of an article published in &quot;Early Education and Development.&quot;]
Leadership for Continuous Improvement: The Vision for County Offices of Education
Author: Manansala, Ed
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Public Agencies,Counties,County School Districts,Educational Improvement,Superintendents,Capacity Building,Data Use,Educational Cooperation

County offices of education (COEs) are expected to provide ongoing support to districts and other local education agencies to drive continuous improvement within California's education system. Fulfilling this role has required COEs to carry out their historical role as compliance monitors while simultaneously developing the necessary mindsets, skills, and structures and process to build the capacity for continuous improvement within their own offices and the districts they serve. This policy brief highlights three major shifts identified by COE superintendents in partnership with California County Superintendents Educational Services Association (CCSESA) and PACE that COEs must make in order to fulfill their expanded capacity-building responsibility within California's Statewide System of Support (SSS). These major shifts are: (1) Every layer of the system must assume shared responsibility to improve student outcomes, requiring a mindset shift from the historical role of COEs; (2) To support continuous improvement in districts, COEs must themselves experience and lead through continuous improvement and operate as improvement organizations; and (3) To coordinate resources in service of districts, COEs must break down departmental silos and use data that provide reliable, timely feedback.
Achievement Gaps and Multi-Tiered System of Supports in California
Author: Farkas, George
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Intervention,Response to Intervention,Resource Allocation,Program Implementation,Students with Disabilities,At Risk Students,Academic Achievement,Socioeconomic Status,Low Income Students,Learning Disabilities,Educational Legislation,Equal Education,Federal Legislation,Disability Identification,Ability Identification,Special Education,Program Evaluation

This brief examines California's Multi-Tiered System of Supports (MTSS), which is a framework designed to identify and assist students performing below grade level. MTSS involves at least three tiers of support; Tier 2 includes personalized assistance. Unfortunately, Tier 2 services are not adequately resourced so it is not surprising that California students rank only 38th in the nation in reading and math. To move higher, it is important that the state provide categorical funding for Tier 2 services. California teachers already have a full-time job. To successfully implement MTSS, they need additional Tier 2 personnel (e.g., paraprofessional instructional aides and trained clerical staff to manage student progress monitoring) to assist them.