ethanporcaro/eric-fulltext-meta huggingface dataset:
Equity Alert: Getting Community College Student Success Funding Right
Author: Education Trust-West
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Educational Equity (Finance),Funding Formulas,Student Needs,Minority Group Students,Low Income Students,Incentive Grants,Goal Orientation,Progress Monitoring,Accountability,Technical Assistance

In January, Governor Jerry Brown released his 2018-19 proposed budget, which includes a proposal to dramatically change the way California funds its community colleges. This student-focused funding formula would allocate resources based, in part, on student needs and community college district performance. If implemented well, this approach would be more equitable than the current funding model, which primarily rewards colleges for enrolling students rather than supporting them to complete a certificate, degree, or transfer. This Equity Alert looks at emerging funding models nationwide, explains Governor Brown's proposal, and highlights some considerations for equity. It also shares a few ways stakeholders and advocates can get involved as the equitable community college funding proposal is debated and revised between now and when the budget is adopted in June.
What Do Parents Want from Preschool? Perspectives of Low-Income Latino/a Immigrant Families
Author: Ansari, Arya
Date: 2018-02-20
Type: Reports - Research
Subjects: Parent Attitudes,Educational Attitudes,Preschool Education,Preschool Children,Low Income Groups,Hispanic Americans,Immigrants,Parent Participation,Parent School Relationship,Developmentally Appropriate Practices,Human Capital,Trust (Psychology),Neighborhood Schools,Decision Making,Enrollment,School Choice,Social Networks,School Safety,Social Discrimination,Equal Education

With a qualitative approach drawing from four focus groups, this study explored what aspects of preschool are valued most by 30 low-income Latino/a immigrant parents with children enrolled in a state-funded preschool program in Texas. Beyond the push and pull factors of necessity, convenience, and supply, parents reported valuing the responsiveness of schools to families' needs and concerns, the provision of a safe and developmentally appropriate environment, the role of preschool in both care and education, the incorporation of parents within the school, and the school's capacity for developing parents' human and navigational capital. Even though parents saw great value in preschool preparing their children for school and helping themselves as parents, there was also fear and mistrust in neighborhood schools that was rooted in discrimination and long-term educational inequality. [This article will be published in &quot;Early Childhood Research Quarterly.&quot;]
The Sequential Scale-Up of an Evidence-Based Intervention: A Case Study
Author: Thomas, Jaime
Date: 2018-06-00
Type: Reports - Research
Subjects: Scaling,Evidence Based Practice,Early Intervention,Preschool Education,Preschool Children,Mathematics Education,Sequential Approach,Low Income Students,Instructional Effectiveness,Effect Size,Outcome Measures,Supplementary Education,Case Studies

Policymakers face dilemmas when choosing a policy, program, or practice to implement. Researchers in education, public health, and other fields have proposed a sequential approach to identifying interventions worthy of broader adoption, involving pilot, efficacy, effectiveness, and scale-up studies. In this paper, we examine a scale-up of an early math intervention to the state level, using a cluster randomized controlled trial. The intervention, &quot;Pre-K Mathematics,&quot; has produced robust positive effects on children's math ability in prior pilot, efficacy, and effectiveness studies. In the current study, we ask if it remains effective at a larger scale in a heterogeneous collection of pre-K programs that plausibly represent all low-income families with a child of pre-K age who live in California. We find that &quot;Pre-K Mathematics&quot; remains effective at the state level, with positive and statistically significant effects (effect size = 0.30, p &lt; 0.01). In addition, we develop a framework of the dimensions of scale-up to explain why effect sizes might decrease as scale increases. Using this framework, we compare the causal estimates from the present study to those from earlier, smaller studies. Consistent with our framework, we find that effect sizes have decreased over time. We conclude with a discussion of the implications of our study for how we think about the external validity of causal relationships. [This is the online version of an article published in &quot;Evaluation Review.&quot;]
Preparing for the Future of Artificial Intelligence
Author: Executive Office of the President, Office of Science and Technology Policy
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Artificial Intelligence,Federal Government,Federal Regulation,Research and Development,Labor Force Development,Federal Aid,Automation,Economics,Safety,Governance,Justice,International Cooperation,Computer Security,Weapons

Advances in Artificial Intelligence (AI) technology have opened up new markets and new opportunities for progress in critical areas such as health, education, energy, and the environment. In recent years, machines have surpassed humans in the performance of certain specific tasks, such as some aspects of image recognition. Experts forecast that rapid progress in the field of specialized artificial intelligence will continue. Although it is very unlikely that machines will exhibit broadly-applicable intelligence comparable to or exceeding that of humans in the next 20 years, it is to be expected that machines will reach and exceed human performance on more and more tasks. As a contribution toward preparing the United States for a future in which AI plays a growing role, this report surveys the current state of AI, its existing and potential applications, and the questions that are raised for society and public policy by progress in AI. The report also makes recommendations for specific further actions by Federal agencies and other actors.
Opportunities Realized and Lost: Equity and Excellence in Michigan&apos;s Budget. Brief on FY2017-18 School Aid Budget
Author: Joy, Sunil
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Educational Finance,Budgets,Budgeting,State Aid,Public Schools,Equal Education,Educational Quality,Educational Improvement,Educational Equity (Finance)

Since early 2017, the governor and state legislature have been debating the state's school aid budget for fiscal year 2017-18. The roughly $14 billion school aid budget is the primary source of public school funding in Michigan. As described in the March 2017 analysis of the Governor's executive budget recommendation, the state budget provides important opportunities to advance equity and educational excellence. Money alone, however, will not improve schools. As leading education states have shown, bringing about extraordinary improvement in student learning requires strategic investments in sustained, transformative and systemic changes. This brief highlights key areas from the final state school aid budget.
The 5 Things We Were Looking for in California&apos;s ESSA Plan - How Did the State Do?
Author: Education Trust-West
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,State Policy,Statewide Planning,Educational Planning,Equal Education,Low Income Students,Minority Group Students,Disproportionate Representation,Goal Orientation,Academic Achievement,Educational Improvement,Program Implementation,Educational Change,Resource Allocation,Teacher Effectiveness,Collective Bargaining,Teacher Administrator Relationship,Educational Quality,Progress Monitoring

California's draft Every Student Succeeds Act (ESSA) plan is now open for public comment. As the plan was reviewed, five primary things came into focus. This report discusses how the state did, what is in the plan and what still needs to be done to strengthen protections and services for low-income students, students of color, and other traditionally under served populations. Over all the plan appears to be thin on details, falls short on equity, and makes foo few commitments. The good news is that state has the opportunity to make changes before submitting the plan to the U.S. Department of Education in September of 2017. This report offers recommendations for what needs to be done to improve the plan. Five key issues the state needs to focus upon include: (1) Ambitious, long-term goals for student success; (2) Overall performance as compared with other schools; (3) A meaningful plan for school improvement; (4) A plan to address resource inequities; and (5) A plan that addresses educator equity. The ESSA plan presents an opportunity for California to articulate how &quot;The California Way&quot; will close opportunity and achievement gaps, so that all students can succeed in school, college, and life. With the changes recommended here the hope is that California leaders can better communicate their commitment to equity.
2015 KIDS COUNT in Colorado! From Plains to Plateaus: Examining Child Well-Being across Colorado Places
Author: Colorado Children's Campaign
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Children,Well Being,Child Health,Poverty,Rural Areas,Urban Areas,Counties,Classification,School Districts,Demography,Family Income,Early Childhood Education,County School Districts,Family Characteristics,Educational Indicators,Social Indicators,Population Trends,Low Income Groups,Race,Ethnicity,Poverty Areas,Health Insurance,Mental Health,School Readiness,Preschool Education,Enrollment,Child Care,Eligibility,Educational Finance,Expenditure per Student,School Turnaround,Homeless People,Academic Achievement,Achievement Gap,Attendance Patterns,Truancy,Graduation Rate,Dropout Rate,Out of School Youth,Remedial Instruction

Children in communities across Colorado--whether large or small, rural or urban, on the Eastern Plains or the Western Slope--face opportunities and obstacles to reaching their full potential. While some challenges are similar, many are very different depending on the community environment and the resources available to support children and families. Although poverty, for example, is harmful for children no matter where they live, it often presents different challenges for families in rural communities than for those in urban areas. In an effort to better understand how these opportunities and obstacles affect kids around the state, the 2015 KIDS COUNT examines differences in child well-being by community type. By examining the data through this lens will provide insight into the nuances of child well-being that exist across the state in order to make sure children have access to what they need to learn and grow, no matter where they live. There are many methods for classifying communities as urban or rural. Each method has its own benefits and drawbacks. Finding a system that works for Colorado was especially difficult; many of the methods of classifying counties as urban or rural do not take into account the complications posed by the state's diverse terrain and mountain landscapes that separate some communities from urban areas. Many methods classify counties within close proximity to Denver, such as Gilpin or Park counties, as urban, despite the fact that these areas are sparsely populated and are separated from the Denver area by mountains. Ultimately, a method was chosen that classifies counties based on factors other than proximity to an urban area: population density, the percent of the county's population that lives in a rural area, and whether the county is home to an urban area of at least 10,000 people. Using this system, known as the Isserman method, the report divided Colorado's 64 counties into four categories: urban, mixed urban, mixed rural and rural.
Measuring Deeper Learning: New Directions in Formative Assessment. Executive Summary. Students at the Center: Deeper Learning Research Series
Author: Rothman, Robert
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Formative Evaluation,Summative Evaluation,Learner Engagement,Models,Critical Thinking,Achievement Gap,Tests,Low Achievement,Testing,Academic Achievement,Feedback (Response),Educational Research,Educational Assessment,Teaching Methods

This executive summary synthesizes recent research on formative assessment to elucidate its core components, then examines some new approaches currently being tried in schools. It considers the evidence for them, as well as the questions and issues they continue to raise, and takes a look at the challenges schools and school systems face in implementing both new approaches and more established models of formative assessment. [For the full report, see ED587373.]
Measuring Deeper Learning: New Directions in Formative Assessment. Students at the Center: Deeper Learning Research Series
Author: Rothman, Robert
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Formative Evaluation,Models,Academic Achievement,Testing,Tests,Accountability,Critical Thinking,Educational Assessment,Summative Evaluation,Educational Improvement,Learner Engagement,Feedback (Response),Educational Research,Teaching Methods,Achievement Gap

This paper synthesizes recent research on formative assessment to elucidate its core components, then examines some new approaches currently being tried in schools. It considers the evidence for them, as well as the questions and issues they continue to raise, and takes a look at the challenges schools and school systems face in implementing both new approaches and more established models of formative assessment. [For the Executive Summary, see ED587372.]
12 Myths and Realities about Private Educational Choice Programs
Author: Keller, Tim, Ed.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Misconceptions,School Choice,Knowledge Level,Public Schools,Program Effectiveness,Academic Achievement,Competition,Disadvantaged Youth,Racial Segregation,Accountability,Private Schools,Religious Education,Tax Credits,Scholarships,Science Education,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Elementary Secondary Education,Selective Admission,Social Bias,Educational Vouchers

Educational choice programs--defined broadly as programs that provide parents financial aid to opt their children out of the traditional public school system--have been a topic of significant public discussion and debate in recent months. Despite the increasing news coverage, however, polls show that most Americans are unfamiliar with educational choice programs. Opponents of educational choice continually seek to take advantage of this knowledge gap by promoting various myths in an effort to deter legislators and policymakers from enacting educational choice programs. In this white paper, the Institute for Justice (IJ), the nation's leading law firm dedicated to protecting educational choice programs in courts all across the country, seeks to dispel and disprove 12 of these myths so that legislators and the public can make well-informed decisions about the merits of giving parents more control over their children's education.
State University No More: Out-of-State Enrollment and the Growing Exclusion of High-Achieving, Low-Income Students at Public Flagship Universities
Author: Jaquette, Ozan
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: State Universities,Out of State Students,Low Income Students,High Achievement,Social Mobility,Access to Education,Private Colleges,Educational Finance,Tuition,College Environment,Undergraduate Students,State Aid

There was a time when aspiring high-achieving, low-income students were sought after by admissions officers of state flagship universities because their inclusion fulfilled the mission of the institution, i.e., to provide a route enabling the industrious student to receive a superior education and become a successful professional. Those days are ending. Sadly, in many states the once glorious flagship university is now the repository of a majority out-of-state students, many of whom are dramatically less academically oriented (Table 1, page 3). This brief argues that social mobility is a declining priority for flagship universities in an increasing number of states. High-achieving, low-income students are tragically no longer able to look on their state's public flagship universities as engines to permit them to climb the ladder of socioeconomic class. Many flagships have become crass, moneymaking operations. The first section of this brief shows that even a dramatic increase in access at selective private colleges would affect a relatively small number of moderate- and low-income students. Therefore, policy debates about access should relinquish the focus on selective privates and focus more on public flagship state universities, which have the capacity to serve large numbers of such students. The second section shows that in many states higher education funding has declined while tuition price has increased, undermining access to public flagship universities for moderate- and low-income students. Section three shows that public universities have responded to cuts in state funding by increasing their out-of-state enrollment. Unfortunately, out-of-state students are often less qualified and lacking in serious academic interests, particularly at less prestigious flagship universities. The fourth section reviews ethnographic research by Elizabeth Armstrong and Laura Hamilton, which describe how the shift towards accepting more out-of-state students adversely affects the academic and social climate. The brief concludes with policy recommendations to reclaim the historic mission of social mobility through education.
Making College Affordable: Providing Low-Income Students with the Knowledge and Resources Needed to Pay for College. Executive Summary
Author: Coker, Crystal
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Paying for College,Low Income Students,Access to Education,College Role,Information Dissemination,Student Financial Aid,Costs,School Policy,Access to Information,Grants,Family Income,Scholarships,Textbooks,Emergency Programs,College Students

Spiraling costs and lack of understanding of how to manage those costs lead many students to never enroll, or drop out before completing their degrees. While state and federal funding can help to offset college costs, low-income students often are unaware that institutional aid can significantly lower costs and in some cases make college absolutely free. Colleges and universities have a role to play in educating low-income students about how to pay for college. This executive summary outlines 11 strategies (detailed in the full report) that should be implemented by all institutions to help low-income students finance their college education. By doing so, schools can provide students with better information to help them make more informed choices; make going to college more affordable; and help students maximize the aid they receive. [For the full report, see ED587381.]
Making College Affordable: Providing Low-Income Students with the Knowledge and Resources Needed to Pay for College
Author: Coker, Crystal
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Paying for College,Low Income Students,Access to Education,College Role,Information Dissemination,Student Financial Aid,Costs,School Policy,Access to Information,Grants,Family Income,Scholarships,Textbooks,Emergency Programs,College Students

College can seem out of reach for many low-income students. Too often they believe college is unaffordable and unattainable. It is no surprise then that students from the bottom socioeconomic quartile are eight times less likely to earn a bachelor's degree than students from the top socioeconomic quartile (7.4% versus 60%). Colleges and universities have a role to play in educating low-income students about how to pay for college. This brief offers 11 best practices to institutions to help students pay for college and stay in school. These strategies are organized into three categories: (1) clarifying financial information; (2) easing the financial burden; and (3) filling in financial aid gaps. Specifically, the authors discuss how schools can provide students with better information to help them make more informed choices, to make going to college more affordable, and to understand how financial aid programs work so that they can maximize the aid they receive. [For the executive summary, see ED587379.]
Let&apos;s Rethink Online Learning
Author: Goodwin, Bryan
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Online Courses,Outcomes of Education,Educational Environment,Educational Improvement,Low Achievement,Learning Processes

In less than two decades, online learning has expanded from virtually non-existent to nearly three million students in the U.S. taking classes, in whole or in part, online. While some may applaud this shift as evidence that the digital age has finally brought disruptive innovation to staid public education systems, there is just one problem: Outcomes of online schools, on average, have been anemic. This paper evaluates the following questions: (1) Are there online learning environments that can actually improve the outcomes of struggling learners?; and (2) If so, how might these environments differ from what we are currently doing in the name of online learning? To date, what many online programs seem to be doing is taking what was not working for students in face-to-face environments and putting it online. This paper reports that emerging research is showing that online learning &quot;can&quot; work for low-achieving students when it offers a true alternative to what they were getting (or perhaps &quot;not&quot; getting) in regular school settings. This paper discusses the powerful potential benefits of unleashing the true potential of online learning with both content and learning process personalization. Steps for personalizing online learning are included. [The Learning One to One Foundation produced this document with McREL International.]
Improving Teacher Practice: Debunking the Myth of the Performance Plateau
Author: Goodwin, Bryan
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Misconceptions,Teacher Competencies,Teacher Attitudes,Creativity,Imitation,Models,Expertise,Peer Teaching,Reflection,Independent Study,Visualization

Research dispels the myth that teachers peak as professionals early in their careers, hitting a performance plateau after only a few years on the job. While most teachers keep honing and polishing their craft the longer they stay in the classroom, a fair number do not. Over the years, research on how experts in a variety of fields have continued to develop their talents shows that these experts have several things in common: (1) falling in love with their field; (2) imitating the experts and automating the fundamentals; (3) moving beyond the point of imitation and avoiding slipping into low-effort mode; (4) developing multiple mental models; and (5) unleashing creativity. The paper recommends creating a system that nurtures teachers' talent throughout all stages of their career by: (1) ensuring that people entering the system demonstrate a passion for teaching; (2) providing new teachers with models to follow; (3) developing the expertise of mid-career teachers through reflection and peer coaching; and (4) creating opportunities for teachers to engage in self-directed learning.