ethanporcaro/eric-fulltext-meta huggingface dataset:
Characteristics of School Districts Offering Free School Meals to All Students through the Community Eligibility Provision of the National School Lunch Program. Economic Research Report Number 255
Author: Rogus, Stephanie
Date: 2018-08-00
Type: Reports - Research
Subjects: School Districts,Institutional Characteristics,Lunch Programs,National Programs,Low Income Students,Eligibility,Community Characteristics,School District Size,Rural Schools,Suburban Schools,Urban Schools,Differences,Regional Characteristics

The Community Eligibility Provision (CEP) of the National School Lunch Program allows high-poverty schools to provide USDA school meals at no charge to all of their students. USDA reimbursement for meals is simplified by making use of routinely collected administrative data, such as participation in the Supplemental Nutrition Assistance Program (SNAP, formerly food stamps) or Temporary Assistance for Needy Families (TANF), rather than collecting school meal applications. Schools and districts with at least 40 percent of enrolled students identified as participating in these assistance programs through the administrative data--also known as the Identified Student Percentage, or ISP--are eligible to participate in the CEP. This report examines the characteristics of school districts that participated in the CEP in school year 2015-16--with participation defined as CEP being implemented in at least one eligible school in the district--using administrative data from USDA's Food and Nutrition Service, the National Center for Education Statistics, and State education agencies, where available. The highest school-level ISP in the district was found to be significantly associated with CEP participation, holding other factors constant, although the association varied for different sized districts. Participation also varied significantly by region and length of time since CEP became available.
USAID Education: Higher Education. Updated
Author: USAID
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Partnerships in Education,Educational Attainment,Economic Factors,Developing Nations,Access to Education,Global Approach,Poverty,Labor Force Development,Foreign Countries,Postsecondary Education,Outcomes of Education,Culturally Relevant Education,Vocational Education,School Business Relationship

USAID believes that education is a foundational driver of development and fundamental to achieving self-reliance. When children and youth go to school and receive training in skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and countries. USAID works in more than 50 developing countries to ensure that investments in education systems--from pre-primary to higher education--enable all children and youth to acquire the education and skills needed to be productive members of society. [This is an update to ED591430.]
USAID Education: Education in Crisis and Conflict. Updated
Author: USAID
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: International Organizations,International Programs,Developing Nations,Foreign Countries,Access to Education,War,Conflict,Educational Practices,Foreign Policy,At Risk Students,Partnerships in Education,Global Approach

USAID believes that education is a foundational driver of development and fundamental to achieving selfreliance. When children and youth go to school and receive training in skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and countries. USAID works in more than 50 developing countries to ensure that investments in education systems--from pre-primary to higher education-- enable all children and youth to acquire the education and skills needed to be productive members of society. [This is an update of ED591361 (2018).]
The Next Big Leap for Research-Practice Partnerships: Building and Testing Theories to Improve Research Use
Author: Tseng, Vivian
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Research and Development,Theory Practice Relationship,Partnerships in Education,Research Utilization,Theories,Research Design,School Districts,Evidence Based Practice,Educational Research,Educational Change,Financial Support

Many of the researchers in research-practice partnerships (RPPs) are drawn to them because of frustrations that their work--while esteemed by academic colleagues--too infrequently influences education policies or practices. Many district partners in RPPs also have backgrounds as researchers, and they too want to see research address stubborn teaching and learning challenges. District leaders, administrators, and other partners are often frustrated that research is not adequately relevant to their contexts, or is not timely or accessible enough to meet their needs. Put simply, researchers want to do more impactful research, and agency staff want more useful research that can inform their work to improve student outcomes. for all the focus on producing more useful research, too little attention has focused on supporting the use of research. Creating and communicating research that is more relevant, timely, and actionable is necessary but not sufficient to foster an education system that is able to learn from and incorporate research findings into policy changes, professional development, curricula, and teaching and learning. RPPs and RPP funders are positioned to move education into the next frontier, but to do so they will need to complement their attention to evidence production with an equally robust focus on evidence use. In this essay, Vivian Tseng argues that one way forward is for RPPs to articulate theories of action for research use, empirically test them, and then iteratively improve their work and refine their theories.
Special Education: IDEA Dispute Resolution Activity in Selected States Varied Based on School Districts&apos; Characteristics. Report to Congressional Requesters. GAO-20-22
Author: Nowicki, Jaqueline M.
Date: 2019-11-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Special Education,Equal Education,Students with Disabilities,Federal Legislation,Educational Legislation,Conflict Resolution,School Districts,Arbitration,Hearings,Parent Participation,Court Litigation,Incidence

Almost 7 million children aged 3 to 21 received special education services under Part B of the Individuals with Disabilities Education Act (IDEA) in school year 2016-17. The Government Accountability Office (GAO) was asked to review parents' use of the Individuals with IDEA dispute resolution options. This report examines (1) how often IDEA dispute resolution options are used, and whether use in selected states varies across school district-level socioeconomic or demographic characteristics; and (2) what challenges parents face in using IDEA dispute resolution options and how the Department of Education (Education) and selected states help facilitate parents' use of these options. GAO reviewed publicly available data on dispute resolution at the state level and collected data at the school district level from five states--Massachusetts, Michigan, New Jersey, Ohio, and Pennsylvania--selected based on the number of disputes initiated and school district characteristics, among other factors. GAO also reviewed relevant federal laws, regulations, and Education and state documents; and interviewed Education officials, state officials, staff from organizations providing technical assistance in these five states, and other national advocacy organizations.
Higher Education: Approaches and Strategies Used in College Campus Surveys on Sexual Violence. Report to Congressional Requesters. GAO-20-351
Author: Larin, Kathryn A.
Date: 2020-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Sexual Abuse,Violence,Rape,Crime,Colleges,Student Surveys,College Students,College Environment,Stakeholders,Attitudes,Public Agencies,Agency Role

Sexual violence--which can include crimes such as rape and other forms of sexual coercion--is widely acknowledged as a problem on college campuses. Although the Department of Education (Education) collects some data on sexual violence at colleges that receive federal funding, measuring the prevalence of campus sexual violence has proven difficult, due in part to underreporting of these incidents to law enforcement. This report examines (1) key stakeholders' views on the strengths and limitations of campus climate surveys on sexual violence; (2) approaches selected colleges have taken to survey their students; and (3) the role federal agencies play in helping colleges develop and implement these surveys. The Government Accountability Office (GAO) reviewed documentation for three widely administered survey instruments, and relevant federal laws, regulations, and guidance. GAO interviewed 25 stakeholders, including researchers; Education and Justice officials; officials in four states that required or recommended campus climate surveys as of January 1, 2017, a date selected to allow time for implementation; and 10 colleges--including seven that conducted campus climate surveys--selected based on program length (2- or 4-year), geographic diversity, and other factors.
Defense Workforce: Steps Needed to Identify Acquisition Training Needs for Non-Acquisition Personnel. Report to Congressional Committees. GAO-19-556
Author: DiNapoli, Timothy J.
Date: 2019-09-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Military Personnel,Armed Forces,Public Agencies,Costs,Services,Weapons,Professional Personnel,Facilities Management,Contracts,Federal Legislation,Educational Needs,Guidance,Policy Analysis,Expenditures,Purchasing,Enrollment Trends,Universities,Access to Education,Identification,Course Descriptions

The Department of Defense (DOD) spends hundreds of billions of dollars annually acquiring products and services. Since 1990, Congress and DOD have taken numerous steps to address issues related to the quality of DOD's acquisition workforce, which consists of contracting officers, cost estimators, and personnel in several other career fields. But tens of thousands of others, referred to as nonacquisition personnel, also affect how DOD acquires products and services such as major weapon systems and logistics support. These personnel have a wide range of primary responsibilities, such as piloting aircraft and managing facilities, and they are sometimes directed to perform acquisition-related functions, such as overseeing contracts. The National Defense Authorization Act for Fiscal Year 2018 included a provision for the Government Accountability Office (GAO) to review steps DOD has taken to ensure non-acquisition personnel receive appropriate acquisition-related training. This report addresses the extent to which DOD can identify (1) non-acquisition personnel supporting acquisitions, and (2) their need for acquisition training. GAO analyzed training data; reviewed policies, guidance, and memorandums; and interviewed personnel from the Office of the Secretary of Defense and the military departments. [This report was revised on October 2, 2019 to correct two numbers that had been transposed in the Highlights page figure.]
Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention
Author: Canning, Elizabeth A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Introductory Courses,Biology,Science Instruction,Academic Persistence,Intervention,Science Achievement,Learner Engagement,Undergraduate Students,Writing Assignments,Assignments,STEM Education,Majors (Students),Essays,Comparative Analysis,Science Interests,Grades (Scholastic),Correlation,Writing Instruction

One way to encourage performance and persistence in STEM fields is to have students write about the utility value (UV) or personal relevance of course topics to their life. This intervention has been shown to increase engagement and performance in introductory courses. However, questions remain about the longevity of the effects and how best to implement the intervention in terms of dosage and timing. We tested a UV intervention in the first semester of a 2-semester introductory biology sequence. For each of 3 units across the semester, students (N = 577) were randomly assigned to receive either a UV writing assignment, in which they explained why course material was useful to them personally, or a control assignment, in which they summarized course material. This fully crossed design tested the effect of UV dosage level (0, 1, 2, or 3 UV assignments) as well as the effect of timing (e.g., UV first, control first). We found that students exposed to any dosage of UV earned higher grades in the course, were more likely to enroll in the second course of the biology sequence, and were less likely to abandon their STEM major than students who did not receive any UV assignments. In terms of timing, students with a history of poor performance benefitted from writing a UV essay in the beginning of the semester, whereas higher-performing students benefitted from a UV essay at the end of the semester. Recommendations for practice are discussed. [This article was published in &quot;Journal of Educational Psychology&quot; (EJ1187677).]
Choose Your Own Intervention: Using Choice to Enhance the Effectiveness of a Utility-Value Intervention
Author: Rosenzweig, Emily Q.
Date: 2018-08-09
Type: Reports - Research
Subjects: Intervention,Correlation,Student Attitudes,Decision Making,Personal Autonomy,Biology,Science Instruction,College Students,Essays,Letters (Correspondence),Comparative Analysis,Student Interests,Course Content,Writing Assignments,Self Determination,Grade Point Average

Utility-value interventions, in which students are asked to make connections between course material and their lives, are useful for improving students' academic outcomes in science courses. These interventions are thought to be successful in part because the intervention activities afford students autonomy while they complete them, but no research has explored directly whether interventions that include more support for autonomy are more effective. In this study, the degree of choice incorporated in a utility-value intervention was systematically varied in order to test this possibility. We assigned college biology students (n=406) to a high-choice utility-value intervention condition (choose between two formats-essay or letter- for each of 3 writing assignments), one of two low-choice intervention conditions (complete either an essay and then a letter, or vice versa, and choose a format for the third assignment), or a control condition (summarize course material 3 times). Students in the high-choice condition reported significantly higher perceived utility value and interest for biology course content compared to students in the low-choice conditions. There were also significant, but small, indirect effects of choice on students' final course grades and enrollment in the next course in the biology sequence, via perceived utility value and interest. Results suggest that social-psychological interventions which include more choices are likely to be more effective than those which include fewer choices. [This is the online version published in &quot;Motivation Science.&quot;]
Students in Subbaccalaureate Health Sciences Programs: 2015-16. Data Point. NCES 2020-055
Author: Griffin, Shannon
Date: 2020-06-00
Type: Reports - Research
Subjects: College Students,Health Sciences,Two Year Colleges,Associate Degrees,Credentials,Allied Health Occupations Education,Racial Differences,Gender Differences,Proprietary Schools

This Data Point uses data from the 2015-16 National Postsecondary Student Aid Study (NPSAS:16), a national survey of undergraduates enrolled in Title IV eligible postsecondary institutions, to examine the characteristics of students seeking subbaccalaureate credentials (certificates and associate's degrees) in health sciences. The Data Point compares subbaccalaureate health sciences students with all subbaccalaureate students.
Health Care Workforce: Views on Expanding Medicare Graduate Medical Education Funding to Nurse Practitioners and Physician Assistants. Report to Congressional Committees. GAO-20-162
Author: Cosgrove, James
Date: 2019-12-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Graduate Medical Education,Allied Health Personnel,Nurses,Physicians,Labor Needs,Health Services,Federal Aid,Educational Finance,Accountability,Public Agencies,Public Policy,Stakeholders,Costs,Professional Associations,Public Officials,Comparative Analysis,Barriers,Federal Programs,Primary Health Care,Dentistry,Program Descriptions,Labor Force Development

Members of Congress and others have questioned whether expanding the scope of the Medicare graduate medical education (GME) program to include nurse practitioners (NPs) and physician assistants (PAs) could help mitigate the effects of a physician shortage in the United States. A Senate Committee on Appropriations report asked the US Government Accountability Office (GAO) to examine the potential of making GME payments under the Medicare program for NPs and PAs. This report describes: (1) stakeholder views on the potential benefits and challenges of expanding the Medicare GME program to include NP and PA graduate training; and (2) available information on the estimated costs of NP and PA graduate training. GAO reviewed literature and interviewed officials from nine professional associations with knowledge of NP, PA, and physician graduate training; and agency officials. Based on these interviews, GAO identified sources of information on estimated costs and reviewed those sources. GAO found that the federal government funds many education programs for health care providers, but the vast majority of this funding--more than $10.3 billion in 2015--supports physician residency training through the Department of Health and Human Services's (HHS) Medicare graduate medical education (GME) program. Stakeholders GAO interviewed said that one benefit of expanding Medicare GME is that Medicare GME funding would provide more stable funding for NP and PA training, compared to existing programs. GAO identified two estimates of costs for completing an NP or PA graduate school program; while the estimates provide some information about these costs, they are limited and incomplete.
Effect of Accessing Supports on Higher Education Persistence of Students with Disabilities
Author: Newman, Lynn A.
Date: 2020-00-00
Type: Reports - Research
Subjects: College Students,Students with Disabilities,Academic Persistence,School Holding Power,Self Disclosure (Individuals),Secondary School Students,Student Needs,Academic Support Services,Academic Accommodations (Disabilities),Outcomes of Education,Disabilities,Longitudinal Studies,Transitional Programs,Special Education

This study examined the effect of accessing supports available to the general student body and disability-related supports on college perseverance for students with disabilities. This secondary analysis of a nationally-representative longitudinal dataset, the National Longitudinal Transition Study-2, included a sample of approximately 2,330 college students with disabilities who had been identified as having a disability in secondary school. Students were included in the sample independent of their decision to disclose their disability to their college. Evidence from propensity analyses indicated that students with disabilities who had accessed universally-available and/or disability-related supports were significantly more likely to persist in their 2- or 4-year college programs. Additionally, retention rates were higher for those who had accessed universally-available supports only, such as writing and math centers, which don't require disclosure of a disability. Implications for higher education institutions are discussed, including the need for professional development for all administrators and staff to better understand how to respond to the needs of students with disabilities, with an emphasis on the fact that the majority of students with disabilities on a campus do not self-disclose. [This is the online version of an article published in &quot;Journal of Diversity in Higher Education.&quot;]
&quot;eRevis(ing)&quot;: Students&apos; Revision of Text Evidence Use in an Automated Writing Evaluation System
Author: Wang, Elaine Lin
Date: 2020-00-00
Type: Reports - Research
Subjects: Feedback (Response),Writing Evaluation,Computer Software,Grade 5,Grade 6,Essays,Revision (Written Composition),Teaching Methods,Writing Improvement,Evidence,Persuasive Discourse,Writing Instruction,English,Language Arts,Scores,Computer Assisted Instruction,Pilot Projects

We investigate students' implementation of the feedback messages they received in an automated writing evaluation system (&quot;eRevise&quot;) that aims to improve students' use of text evidence in their writing. Seven 5th and 6th-grade teachers implemented &quot;eRevise&quot; (n = 143 students). Qualitative analysis of students' essays across first and second drafts suggests that the majority of students made changes to their essays that were in line with the feedback they received, though few of these changes resulted in substantive improvement in essay quality. Twenty percent of students did not attempt to implement the feedback; these students generally made small changes to wording or mechanics. In response to the feedback to add more evidence, students whose essays did not improve or showed only slight improvement frequently added in evidence that was not text based or repeated evidence already present in the first draft. When prompted to explain how the evidence they included connected to their claim, many students paraphrased the evidence, added a short conclusion, or explained generally how the evidence supports claims (not how this was instantiated in their writing). Implications for teaching argument writing and for designing AWE systems that support students to successfully revise their essays are discussed. [This is the in press version of an article published in &quot;Assessing Writing.&quot;]
New Insights and Directions: Considering the Impact of Charter School Attributes on Communities of Color
Author: Vasquez Heilig, Julian
Date: 2018-00-00
Type: Journal Articles
Subjects: Charter Schools,Equal Education,School Choice,Minority Group Students,School Segregation,Racial Differences,Socioeconomic Status,Parent Participation,Educational Environment,Civil Rights,Inclusion,Desegregation Litigation,School Desegregation,White Students,Educational Policy,Accountability,Teaching Conditions,Minority Group Teachers,Whites,Urban Schools,School Culture,Governance

Charter schools have seen a nearly tripling in students, with approximately 3.1 million students enrolled in 2016-2017. As of 2017, 1 in 8 African American students attended a charter school in the United States. This article provides a conceptual introduction to a special issue on equity issues within the charter school movement, with a particular focus on market-based choice. The evidence shows that while some students of color have benefitted from attending charter schools throughout the course of the last few decades, this reality does not negate the need to ensure that charter schools as an institution aren't serving to further perpetuate inequalities throughout society. Considering the research, market-based school choice approaches are a vehicle for the further segregation of schools based on racial and socioeconomic lines, less parental involvement in governance, and problematic environments for educators. In summary, the predominance of data and peer-reviewed literature demonstrates that the vast majority of charters have not produced the equity and access benefits that proponents put forward in the political space and public conversation.