ethanporcaro/eric-fulltext-meta huggingface dataset:
Trends in Community College Enrollment and Completion Data, Issue 6
Author: Juszkiewicz, Jolanta
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Enrollment Trends,Community Colleges,Educational Attainment,Graduation Rate,Outcomes of Education,Majors (Students),Individual Differences,Time to Degree,Part Time Students,Full Time Students

This is the sixth issue in a series of American Association of Community Colleges analyses of trends in community college enrollments and examination of completion rates. Two sources are used, enrollment, graduation rates, and outcomes measures information from the U.S. Department of Education and enrollment and completion rates published by the National Student Clearinghouse. [For the previous issue (2017) in the &quot;Trends in Community College Enrollment andCompletion Data&quot; series, see ED585608.]
Reopening Washington Schools 2020: Guidance for Supporting Migrant Students under Title I, Part C
Author: Gallardo, Veronica Maria
Date: 2020-00-00
Type: Guides - General
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Immigrants,Access to Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Needs,Inclusion,Academic Support Services,Student Personnel Services,Barriers,Parent School Relationship,Advocacy,Information Dissemination,Family School Relationship,Supplementary Education,Access to Health Care,Social Services,Social Development,Emotional Development,Student Recruitment,Eligibility,Early Childhood Education,Child Care,Graduation,Credits,Out of School Youth,Delivery Systems,Statewide Planning,State Government,At Risk Students

This publication is intended as a companion resource to the Office of Superintendent of Public Instruction's (OSPI's) &quot;Reopening Washington Schools 2020: District Planning Guide,&quot; (ED606044) issued June 2020. This document provides guidance and strategies for reopening schools and providing continuous learning to migrant students. Key resources including federally mandated laws specific to migrant students, professional development and learning resources are included in this document. This resource is not an exhaustive list of tasks for districts to follow, but rather recommendations, strategies, and resources for providing inclusive reopening schools strategies and opportunities for migrant students during limited school facility access as well as continued outreach to out-of-school youth. The information included in this document attempts to address the most frequently asked questions for providing academic and support services to migratory students as part of the reopening schools process.
Advanced Placement and Initial College Enrollment: Evidence from an Experiment. EdWorkingPaper No. 20-340
Author: Conger, Dylan
Date: 2020-12-00
Type: Reports - Research
Subjects: Advanced Placement Programs,College Attendance,Enrollment,Science Instruction,Academic Aspiration,College Entrance Examinations,Scores,College Choice,College Readiness,Teaching Experience,Teacher Competencies,College Admission,Selective Admission,Human Capital,High School Students,College Bound Students,Student Characteristics,Racial Differences,Ethnicity,Academically Gifted,English Language Learners,Gender Differences

To evaluate how Advanced Placement courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in 23 schools that had not previously offered the course. We find no substantial AP course effects on students' plans to enroll in college or on their college entrance exam scores. Yet AP course-takers enroll in less selective colleges than their control group counterparts. Negative treatment effects on college selectivity appear to be driven more by low student preparation than teacher inexperience and by students' matriculation decisions rather than institutional admissions decisions.
National Assessment of Career and Technical Education. Final Report to Congress
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Federal Legislation,Educational Legislation,Grants,Secondary Education,Postsecondary Education,Job Skills,Accountability,Student Participation,Financial Support,Program Implementation,Student Characteristics,Secondary School Students,Secondary School Teachers,Access to Education,College Students,Resource Allocation,Federal Aid,State Agencies,Educational Attainment,Graduation,Graduation Rate,Academic Persistence,College Transfer Students,Placement,Course Selection (Students),Academic Achievement,Employment Level,Wages,Urban Schools,Program Effectiveness,Nontraditional Occupations,Racial Differences,Ethnicity,Gender Differences

The &quot;Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV)&quot; continues a longstanding federal investment in career and technical education (CTE) through grants to states and subgrants to local entities such as local education agencies (LEAs) and institutions of higher education (IHEs). As the fourth reauthorization of a law first enacted in 1984, &quot;Perkins IV&quot; was intended to raise the academic and technical rigor of secondary and postsecondary CTE instruction in order to prepare students for entry into high-skill, high-wage, or high-demand occupations. Under &quot;Perkins IV,&quot; subgrantees are now required to offer one or more programs of study (POS) that link secondary to postsecondary education through a sequenced, non-duplicative progression of CTE courses. Changes in &quot;Perkins&quot; accountability provisions expanded performance reporting requirements and extended accountability requirements to local subgrantees. This final report of the National Assessment of Career and Technical Education (NACTE) summarizes the most recent available data on the implementation of &quot;Perkins IV,&quot; as well as student participation and outcomes for CTE more generally. The report uses information from studies commissioned for the NACTE, reviews of existing research, and analyses of extant data from state performance reports and from the National Center for Education Statistics (NCES). Topics include student participation in CTE programs at the secondary and postsecondary levels, changes in &quot;Perkins&quot; funding levels and targeting, implementation of &quot;Perkins IV&quot; provisions regarding POS and accountability, and educational and employment outcomes for CTE students. [For the brief, see ED610266. For the interim report, see ED610224.]
Reopening Washington Schools 2020: School Nutrition Programs
Author: Eko, Leanne
Date: 2020-00-00
Type: Guides - General
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Nutrition,Student Needs,Lunch Programs,Breakfast Programs,Low Income Students,Health,Safety,Planning,Delivery Systems,Public Health,Staff Development,Training,Purchasing,Hunger,Sanitation,Disease Control

Many students rely on school meals to meet their nutritional needs. Additionally, the economic impact of COVID-19 has resulted in more families needing assistance. The intent and purpose of U.S. Department of Agriculture (USDA) Child Nutrition Programs is to ensure access to meals for students in need. Meal service is expected to continue whether instruction is happening in-person or remotely. The overarching framework of School Nutrition Programs should be to ensure access to school meals, with special attention on access by students who qualify for free or reduced-price (F/RP) meals and preparing and providing meals while following Department of Health (DOH) guidelines. The Washington Office of Superintendent of Public Instruction (OSPI) released the &quot;Reopening Washington Schools 2020: District Planning Guide&quot; (ED606044) and &quot;Bulletin B059-20 School Nutrition Programs Guide to Returning to School&quot; which provided recommendations and guidance for school districts as they plan for the reopening of schools. This guide provides additional details regarding school meals and school reopening. Topics covered include: (1) Waivers; (2) Scheduling Concepts and Meal Distribution Models; (3) Washington Department of Health's Health and Safety Requirements; (4) Planning and Considerations for Meal Distribution Methods; (5) Planning and Considerations for Public Health Measures; (6) Planning and Considerations for Staffing and Training; (7) Food Distribution; and (8) Purchasing during the 2020-21 School Year. [This report was prepared by the OSPI Return to School Task Force Food and Nutrition Sub-Group.]
National Assessment of Career and Technical Education: Final Report. Results in Brief
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Vocational Education,Federal Legislation,Educational Legislation,Grants,Secondary Education,Postsecondary Education,Job Skills,Accountability,Student Participation,Financial Support,Program Implementation,Student Characteristics,Secondary School Students,Secondary School Teachers,Access to Education,College Students,Resource Allocation,Federal Aid,Educational Attainment,Graduation,Graduation Rate,Course Selection (Students),Academic Achievement,Employment Level,Wages,Urban Schools,Program Effectiveness

The &quot;Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV): was intended to raise the academic and technical rigor of secondary and postsecondary CTE instruction in order to prepare students for entry into high-skill, high-wage, or high-demand occupations. Under &quot;Perkins IV,&quot; CTE generally means a sequence of courses that provides students with coherent and rigorous content aligned with challenging academic standards, as well as relevant technical knowledge and skills needed to prepare for further education and careers. &quot;Perkins IV&quot; introduced a requirement that all local subgrantees offer one or more programs of study (POS) -- career pathways that help students make the transition from secondary to postsecondary education while pursuing an industry-recognized credential, postsecondary certificate, or degree. &quot;Perkins IV&quot; also introduced new accountability requirements, including adding new indicators and reporting requirements aligned with the &quot;Elementary and Secondary Education Act of 1965, as amended (ESEA)&quot; and extending accountability and performance reporting requirements to local subgrantees. [For the full report, see ED610264.]
A Three-Year Bachelor&apos;s Degree. Sketching a New Conservative Education Agenda
Author: Poliakoff, Michael B.
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Bachelors Degrees,Time to Degree,Acceleration (Education),Required Courses,Core Curriculum

College students need both a rigorous liberal arts core curriculum and a faster track to graduation that would saddle them with less debt. This brief report discusses the concept of a three-year undergraduate degree in which requirements are shortened from 120 credit hours to 90 credit hours, and students complete 27 credit hours of core curriculum to provide the foundational knowledge necessary for career and citizenship.
How Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis? EdWorkingPaper No. 20-292
Author: Klugman, Emma M.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Test Items,State Programs,Testing Programs,Scores,Academic Achievement,Open Source Technology,Crisis Management,COVID-19,Pandemics

State testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement levels. We discuss how educators can use resulting scores to estimate achievement distributions at the classroom and school level. We emphasize that any use of such tests should be tertiary, with no stakes for students, educators, and schools, particularly in the context of a crisis like the COVID-19 pandemic. These tests and their results should also be lower in priority than assessments of physical, mental, and social-emotional health, and lower in priority than classroom and district assessments that may already be in place. We encourage state testing programs to release all the ingredients for this recipe to support low-stakes, aggregate-level assessments. This is particularly urgent during a crisis where scores may be declining and gaps increasing at unknown rates.
Climbing the College Ladder? The Effects of New Orleans School Reforms on College Outcomes and the Quality of Colleges That Students Attended. EdWorkingPaper No. 20-339
Author: Glenn, Beth
Date: 2020-12-00
Type: Reports - Research
Subjects: School Choice,Educational Change,Charter Schools,School Districts,Educational Quality,Institutional Characteristics,College Attendance,College Choice,Academic Persistence,College Transfer Students,High School Graduates,At Risk Students,Racial Differences,Ethnicity,Low Income Students,Socioeconomic Status

Multiple studies have documented the positive effect of school choice on college attendance. We focus instead on the quality of colleges, which is linked to higher graduation rates and later-in-life wages, especially for Black and Hispanic students. We examine the effect of the New Orleans school reforms, a district-wide reform creating an almost all-charter school district, on the quality of colleges that students attended. Using difference-in-differences analysis of statewide microdata, we find that the reforms led students to attend four-year colleges, and higher-quality ones, at higher rates. The reforms also increased the share of college-goers who were well matched to their colleges and this had little effect on transfer or persistence rates. Overall, these results reinforce that the reforms led students to attend higher-quality colleges that will improve long-term life outcomes.
Timing in Early Childhood Education: How Cognitive and Achievement Program Impacts Vary by Starting Age, Program Duration, and Time since the End of the Program. EdWorkingPaper No. 20-201
Author: Li, Weilin
Date: 2020-02-00
Type: Reports - Research
Subjects: Early Childhood Education,School Entrance Age,Time,Program Effectiveness,Cognitive Development,Academic Achievement,Preschool Education,Effect Size,Infants,Toddlers,Preschool Children,Child Development,Language Acquisition,Outcomes of Education,Cognitive Ability,Intelligence Quotient,Age Differences,Early Intervention,Student Characteristics,Racial Differences,Ethnicity,Low Income Students

This paper uses meta-analytic techniques to estimate the separate effects of the starting age, program duration, and persistence of impacts of early childhood education programs on children's cognitive and achievement outcomes. It concentrates on studies published before the wide scale penetration of state-pre-K programs. Specifically, data are drawn from 67 high-quality evaluation studies conducted between 1960 and 2007, which provide 993 effect sizes for analyses. When weighted for differential precision, effect sizes averaged 0.26 sd at the end of these programs. We find larger effect sizes for programs starting in infancy/toddlerhood than in the preschool years and, surprisingly, smaller average effect sizes at the end of longer as opposed to shorter programs. Our findings suggest that, on average, impacts decline geometrically following program completion, losing nearly half of their size within one year after the end of treatment. Taken together, these findings reflect a moderate level of effectiveness across a wide range of center-based programs and underscore the need for innovative intervention strategies to produce larger and more persistent impacts.
The Democratic Deficit in U.S. Education Governance. EdWorkingPaper No. 20-196
Author: Kogan, Vladimir
Date: 2021-01-00
Type: Reports - Research
Subjects: Democratic Values,Public Education,Voting,Boards of Education,Educational Policy,Racial Differences,Ethnicity,Achievement Gap,Student Characteristics,Politics of Education,Social Bias,Racial Bias,Governance,Elementary Secondary Education,Racial Composition

Political scientists have largely overlooked the democratic challenges inherent in the governance of U.S. public education--despite profound implications for educational delivery and, ultimately, social mobility and economic growth. In this study, we consider whether the interests of adult voters who elect school boards in each community are likely to be aligned with the educational needs of local students. Specifically, we compare voters and students in four states on several policy-relevant dimensions. Using official voter turnout records and rich microtargeting data, we document considerable demographic differences between voters who participate in school board elections and the students attending the schools that boards oversee. These gaps are most pronounced in majority nonwhite jurisdictions and school districts with the largest racial achievement gaps. Our novel analysis provides important context for understanding the political pressures facing school boards and their likely role in perpetuating educational and, ultimately, societal inequality.
Bricks and Mortar vs. Computers and Modems: The Impacts of Enrollment in K-12 Virtual Schools. EdWorkingPaper No. 20-250
Author: Bueno, Carycruz
Date: 2020-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Electronic Learning,Elementary Secondary Education,School Choice,Educational Policy,Cognitive Development,Student Behavior,Public Schools,Academic Achievement,Elementary School Students,Middle School Students,High School Students,Probability,Graduation,Outcomes of Education,Virtual Schools,Tests,Scores

The COVID-19 pandemic has put virtual schooling at the forefront of policy concerns, as millions of children worldwide shift to virtual schooling with hopes of &quot;slowing the spread&quot;. Given the emergency shift to online education coupled with the large increase in demand for virtual education over the last decade it is imperative to explore the impacts of virtual education on student outcomes. This paper estimates the causal effect of full-time virtual school attendance on student outcomes with important implications for school choice, online education, and education policy. Despite the increasing demand for K-12 virtual schools over the past decade little is known about the impact of full-time virtual schools on students' cognitive and behavioral outcomes. The existing evidence on the impact of online education on students' outcomes is mixed. I use a longitudinal data set composed of individual-level information on all public-school students and teachers throughout Georgia from 2007 to 2016 to investigate how attending virtual schools influences student outcomes. I implement a variety of econometric specifications to account for the issue of potential self-selection into full-time virtual schools. I find that attending a virtual school leads to a reduction of 0.1 to 0.4 standard deviations in English Language Arts, Mathematics, Science, and Social Studies achievement test scores for students in elementary and middle school. I also find that ever attending a virtual school is associated with a 10-percentage point reduction in the probability of ever graduating from high school. This is early evidence that full-time virtual schools as a type of school choice could be harmful to students' learning and future economic opportunities, as well as a sub-optimal use of taxpayer money. [Additional funding for this report was provided by the American Economic Association (AEA) Mentoring Program.]
Introduction to Human Capital Management System Dashboards. White Paper
Author: Milanowski, Anthony
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Human Capital,Management Systems,Teacher Recruitment,Teacher Selection,Teacher Persistence,Teacher Effectiveness,Data Use,Visual Aids,Public Schools,Education Service Centers,Performance,Computer Uses in Education,Faculty Development,Public School Teachers

Many organizations use dashboards to monitor and analyze important performance measures. Data dashboards present the most important information (sometimes called key performance indicators, or KPIs) about processes and outcomes in a concise, easy-to-digest format. Dashboards get their name from the clusters of instruments and gauges drivers use to monitor the behavior of their cars. As educational organizations invest in more comprehensive human capital management systems (HCMSs), they must track the implementation and effectiveness of these systems in order to realize their full benefits. A human capital management (HCM) dashboard provides a visual representation of the implementation and effectiveness of HCM processes related to recruiting, hiring, developing, and retaining effective educators. Such a dashboard can be used to track and monitor progress toward achieving HCM goals. This brief, which provides an overview of the development of HCMS dashboards, first describes some of the work that the U.S. Department of Education and Teacher Incentive Fund (TIF) districts have done to develop dashboards. It then presents an example of a comprehensive strategic dashboard and an example of metrics for a dashboard that focuses specifically on teacher recruitment. It concludes with a summary of 12 steps to consider in developing dashboards and a list of resources for developing HCM performance indicators that could be presented on a dashboard.
How a Multilingual Project Can Foster and Enhance International Mobility
Author: Griggio, Lisa
Date: 2020-11-23
Type: Reports - Research
Subjects: Foreign Countries,College Students,Foreign Students,International Educational Exchange,Student Mobility,Cultural Awareness,Interaction,International Education,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Intercultural Communication,Soft Skills,Multilingualism,International Cooperation,Educational Cooperation,Educational Benefits

This case study refers to the eTandem pre-mobility project coordinated by the Padova University Language Centre running twice a year since 2015 for approximately eight weeks. The project matches up local university students with incoming international students, thus boosting integration between the two groups and increasing internationalisation at home. One-to-one and many-to-many interactions are organised, the latter with the support of trained facilitators, who launch asynchronous (in an online multilingual community) and synchronous, intercultural, theme-based learning activities to be discussed every week. Students' linguistic, intercultural, and digital competences, as well as autonomy, are enhanced throughout the project, making them better prepared for their mobility. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]