ethanporcaro/eric-fulltext-meta huggingface dataset:
Ready to Engage: Perspectives of Teachers and Parents on Social and Emotional Learning and Service-Learning in America&apos;s Public Schools
Author: Atwell, Matthew N.
Date: 2021-00-00
Type: Reports - Research
Subjects: Social Emotional Learning,Service Learning,Parent Attitudes,Teacher Attitudes,COVID-19,Pandemics,Computer Mediated Communication,Group Discussion,Race,Social Justice,Educational Benefits,National Surveys,Teaching Methods,Low Income Groups,Rural Schools,Virtual Classrooms,Educational Change,Elementary Secondary Education,Access to Education,Public Schools

A new report from Civic in partnership with Hart Research Associates and made possible by The Allstate Foundation validates educators and parents countrywide who view social and emotional learning and service-learning as solutions to the wide-ranging impacts of the COVID-19 pandemic and divisions throughout the nation. Ready to Engage: Perspectives of Teachers and Parents on Social and Emotional Learning and Service-Learning provides a unique view into parent and teacher perspectives on social and emotional learning (SEL) and service-learning (SL) programs from two nationally representative surveys and online discussion boards that capture heightened need during the COVID-19 pandemic and racial justice movement. The surveys found that more than half of parents and teachers say SEL and SL are equally important to academic instruction, and many assert that emotional skills are more beneficial than academic ones this school year. Other key findings include: (1) Parents and teachers endorse a holistic view of learning; (2) Parents and teachers believe SEL and SL are mutually beneficial strategies that develop the whole child; (3) Demand for SEL and SL opportunities in schools continues to outpace implementation; and (4) Low-income and rural schools are less likely to have access to SEL and SL.
Pathways to Prosperity: Postsecondary Access and Success for Colorado&apos;s High School Graduates. 2021 Report: Data Through the High School Graduating Class of 2019
Author: Colorado Department of Higher Education
Date: 2021-04-15
Type: Reports - Research
Subjects: High School Graduates,Access to Education,Postsecondary Education,Enrollment,Educational Attainment,Dual Enrollment,Vocational Education,High School Students,Labor Force Development,College Readiness,Advanced Placement Programs,College Attendance,Rural Areas,Academic Degrees,In State Students,Developmental Studies Programs,Remedial Instruction,Racial Differences,Ethnicity,Gender Differences,Academic Persistence,Graduation Rate,Time to Degree,Socioeconomic Status,Work Experience Programs

For over a year, COVID-19 has disrupted all our lives, including our education system and the future for many Coloradans. Recovery from the pandemic is in sight, but Colorado's industries more than ever will depend upon postsecondary education to help produce the workforce needed in a changed environment and altered economy. It is vital to promote and grow postsecondary attainment and college-going pathways. Colorado's investment in dual and Concurrent Enrollment, career and technical education (CTE) and credential completion in high school means that today more high school students are graduating with the experiences needed to be successful in college and the workforce. The goal is for these same students to seek a postsecondary education so they experience the stability and economic security of a credential. The recommendations in this report focus on the success of students. Specifically, on continuing and growing programs that have proven to have a positive impact on student success as well as eliminating equity gaps, even as they threaten to get worse. This report explores both data trends and policy context related to critical pathways that Colorado's recent high school graduates pursue to a meaningful degree or credential. Specifically, it covers: (1) High school pathways to a postsecondary credential; (2) Postsecondary enrollment pathways; and (3) Pathways to postsecondary success. [For the previous report, &quot;Pathways to Prosperity: Postsecondary Access and Success for Colorado's High School Graduates&quot; (2020), see ED607384.]
Assistant Teachers in Head Start: Important Drivers of a Diverse and Competent Workforce. Research Report
Author: Jacoby, Jennifer Wallace
Date: 2021-08-00
Type: Reports - Research
Subjects: Teacher Aides,Preschool Education,Disadvantaged Youth,Diversity (Faculty),Educational Quality,Teacher Student Relationship,English Language Learners,Classroom Environment,Bilingualism,Teacher Role,Teacher Characteristics,Minority Group Teachers,Communicative Competence (Languages)

Assistant teachers play an important role in Head Start and other early care and education (ECE) programs. This study found that assistant teachers contribute to classroom quality in the program's day-to-day implementation. Thirty-eight assistant-lead teaching teams from Head Start preschool classrooms across 14 Head Start centers within the larger agency participated in this study. Dual-language learner (DLL) children were present in each of the 38 classes. The minimum number of DLL children in any class was 3, and the maximum was 20. The report's findings shed light on the everyday contributions Head Start assistant teachers make to classroom quality, measured through teacher-child interactions. Findings have implications for policymakers, education administrators, and practitioners interested in understanding the importance of assistant teachers to the quality of Head Start programming, and particularly their role in supporting the growing population of DLL children in Head Start. The findings have implications for policy development that positively supports practices that train, develop, and retain assistant teachers in the workforce pipelines of Head Start and other ECE settings.
Early Care and Education Workforce Stress and Needs in a Restrictive, Anti-Immigrant Climate. Research Report
Author: Barajas-Gonzalez, R. Gabriela
Date: 2021-08-00
Type: Reports - Research
Subjects: Child Care,Child Caregivers,Stress Variables,Early Childhood Education,Early Childhood Teachers,Immigrants,Immigration,Well Being,Low Income Groups,Social Influences,Political Issues,Paraprofessional School Personnel,School Social Workers,Administrators,Allied Health Personnel,Hunger,Access to Health Care,Public Policy,Preschool Children,Elementary School Students,Mental Health,Self Efficacy,Wages,Agency Cooperation,Intervention,Minority Groups,Individual Characteristics,Institutional Characteristics,Coping,Generational Differences

The ECE workforce experiences high levels of stress, partly because they have low incomes and limited access to professional and personal supports for their own well-being. In addition, the ECE workforce experiences sociopolitical stressors (i.e., stressors that arise from political legislation or from political leaders' threatening rhetoric). This descriptive study examines one specific set of sociopolitical stressors--those arising from the restrictive, anti-immigrant climate aggravated by the 2016 presidential election. Findings derive from a cross-sectional survey of 88 educators, paraprofessionals, social workers, administrators, therapists, and family coordinators (hereafter referred to as &quot;educators&quot;) working in schools and centers in New York City conducted from June 2019 through February 2020. Responding educators indicate that they experience stressors because of low incomes coupled with the restrictive, anti-immigrant climate. Educators reported significant stress because of low wages and the national anti-immigrant climate. To strengthen educators' self-perceived efficacy in calming children's distress in an anti-immigrant climate, multiple sources of school-based support are necessary: strong organizational communication, extensive informational support, and acknowledgment of immigration-related stressors among all workforce members.
Do Novice Kindergarten and First Grade Teachers Feel Prepared to Address Student Absenteeism? Evidence from a Statewide Survey. Research Report
Author: Gottfried, Michael
Date: 2021-08-00
Type: Reports - Research
Subjects: Beginning Teachers,Kindergarten,Grade 1,Preschool Teachers,Elementary School Teachers,Attendance,Knowledge Level,Teacher Education Programs,Student Teaching,Program Effectiveness,Student Teacher Supervisors,Grade 2,Grade 3,Grade 4,Grade 5,Teacher Characteristics

Children in kindergarten and first grade are missing more school than at any other point during the elementary years. Some research has examined schoolwide policies and practices that might help reduce absences, but limited research has focused on the role of teachers. This is the first known study to examine the role teacher preparation programs play in teachers' perceptions of and knowledge about policy and practices to address absenteeism. This study found that: (a) novice teachers (defined in this study as the teachers surveyed in the summer months after graduating from their teacher preparation programs but before starting their classroom teaching assignments) who entered kindergarten or first grade classrooms reported greater knowledge of chronic absenteeism when they thought their licensure requirement and placements prepared them well to teach; (b) teachers felt better prepared to address absenteeism with specific practices when they reported receiving more support from their teacher preparation program supervisors; and (c) novice second through fifth grade teachers do not report feeling better prepared to address absenteeism when they receive support from their teacher preparation program supervisors. This is meaningful given that teachers who feel the most prepared to address absenteeism are entering classrooms with greater absences. This study also offers motivation to consider how new teachers can be prepared to interface with parents of young children about state early education policies.
Graduates in the Economy. 2021 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Graduates,Education Work Relationship,Employment,Entrepreneurship,Educational Attainment,Apprenticeships,Adult Education,Adult Literacy,Numeracy,Outcomes of Education,Young Adults,Credentials,Disabilities,Canada Natives,Immigrants,Language Minorities,Research Projects

This report shares data in the following categories as they relate to graduates in Ontario's economy: (1) Matching skills to employer needs: pathways, entrepreneurship, and innovation; (2) Ontario's college graduate advantage compared to the U.S.; (3) Ontario's post-secondary graduates in the world economy; (4) Educational attainment and employment of Ontarians from under-represented groups; (5) Apprenticeship and adult education; and (6) Return on investment in Canadian post-secondary education. Among the highlighted findings are: (1) Over the past three decades, Ontario employers have required an increasingly more qualified and highly skilled workforce. This has led to almost three million more jobs by 2020 for those with postsecondary credentials; (2) Adults who don't have post-secondary credentials have faced reduced employment in every sector; (3) Ontario's post-secondary students have been preparing for a disruptive economy by enrolling more often in programs that offer employment-ready credentials, including programs that teach entrepreneurship and innovation; (4) College graduates continue to provide Ontario with a key competitive advantage over the U.S. They are three times as numerous per capita and contribute to exports per capita at twice the U.S. level; (5) Almost 300,000 more young Ontarians have post-secondary credentials than a comparable per capita number of Americans; (6) Young adults in Ontario have a higher share of post-secondary credentials than in any single state in the U.S. Some southern states graduate fewer than half as many people with post-secondary credentials on a per capita basis; and (7) In Ontario, students from underrepresented groups -- including immigrants, Indigenous Peoples and those with disabilities -- each graduate from colleges at a rate that reflects their share of the population. However, this is not the case for universities. Consequently, overall post-secondary access to education for underrepresented groups is low. [For the 2020 report, see ED607130.]
Professionals in Higher Education Annual Report: Key Findings, Trends, and Comprehensive Tables for the 2020-21 Academic Year. Overview
Author: Fuesting, Melissa
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Higher Education,Salaries,Geographic Regions,Gender Differences,Racial Differences,Minority Groups,Ethnicity,Equal Opportunities (Jobs),College Faculty,Tenure,Professional Personnel,School Personnel,Age Differences,Administrators,Academic Degrees,Institutional Characteristics,Private Colleges,Public Colleges,Religious Colleges,COVID-19,Pandemics,Retrenchment

This survey collects data of more than 250,000 professionals in 401 mid-level professional positions from 987 higher education institutions. Information is collected at the incumbent (non-aggregate) level for all professionals reported, allowing for the collection of salary, sex, race/ethnicity, age, and years in position. This marks a special year for data collection and reporting for all College and University Professional Association for Human Resources (CUPA-HR) surveys. The severe budget cuts in the wake of the COVID-19 pandemic forced many institutions to freeze hiring, cut positions, and, in some cases, decrease salaries. This report highlights the overall changes to professional composition and salaries over the past year.
Making Decisions: Using Assessment Data in the Time of COVID-19 and Beyond
Author: Arnold, Jessica
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Decision Making,Data Use,Student Evaluation,COVID-19,Pandemics,Summative Evaluation,Standardized Tests

In the summer and fall months of a &quot;typical&quot; year, many education leaders would receive reports of student performance on annual summative state assessments administered each spring. Using these data, administrators begin a process of sense-making -- identifying areas that need support and integrating new information offered by the data into their base of understanding about the performance of their students, school, district, county, and state. However, because the COVID-19 pandemic fundamentally changed teaching and learning over the past two school years, education leaders will need to bring a different mindset to reviewing assessment data from spring 2021. Understanding the impact of the COVID-19 crisis on student learning is fundamental for being able to develop responsive supports that address the needs of all students, particularly those most affected by the disruptions to learning in the 2019-20 and 2020-21 school years. . Meaningful assessment data are essential for policymakers and stakeholders designating funding and determining eligibility requirements for programs that can impact student learning, such as state-supported professional learning resources and relief funding from sources such as the American Rescue Plan Act (ARP). In response to flexibility offered by the federal Department of Education, many states developed plans for assessment in the 2020-21 school year that decouple summative assessment data from federal accountability requirements and that offer alternatives in situations in which student participation in the state's traditional summative assessment is not viable. For these plans to be effective, educators will need to pay attention to data, including assessment results, beyond just the state's summative test. Furthermore, state and local education agencies will need to decide which data can provide meaningful information about student, school, and system performance. Accordingly, it is particularly important this year for states and districts to understand best practices for using and analyzing data to support student learning. This brief answers some timely questions about how to think about assessment information at this unique moment, and offers several suggestions and considerations about how to use assessment data to inform decisions about teaching and learning.
2021 Innovation Schools Annual Report
Author: Kottenstette, Bill
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Educational Innovation,State Legislation,Educational Legislation,School District Autonomy,Institutional Autonomy,Public Schools,Accountability,Compliance (Legal),Academic Achievement,Elementary Secondary Education,Achievement Gains,School Schedules,School Personnel,Budgets

The Innovation Schools Act of 2008, § 22-32.5-102, et seq. C.R.S., was designed to provide a pathway for schools and districts to develop and implement innovative practices in a wide variety of areas and contexts to improve student outcomes. The Act provides a formal process that allows schools or groups of schools to make requests to their local school boards for waivers from district-level policies and for school boards to make requests to the Colorado State Board of Education for waivers from state-level laws and regulations. The Act enables schools to better provide educational services tailored to meet the needs of their student populations. Innovation schools are required to articulate a vision around the autonomies they are seeking, as well as to gain support from a variety of stakeholders, including teachers, administrators, and School Accountability Committee members, before receiving the innovation school designation. The innovation application process requires schools to think through the common goal and vision that will be made possible by receiving greater autonomy, as well as the policies and documents that will need to change when these innovations are implemented. In compliance with the requirements of § 22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared this annual report divided into the following parts: (1) Overview of the Innovation Schools Act of 2008; (2) Current Demographics of Innovation Schools; (3) Description of the Innovations Implemented; (4) Summary of the Academic Performance of Innovation Schools; and (5) Recommendations for Legislative Changes. This report builds on the format from previous years and typically includes a more detailed section regarding the academic performance of innovation schools and innovation school zones. As a result of the COVID-19 pandemic, state assessments and school performance frameworks in 2020 were suspended and therefore new data was not available for this report. Directly related to the COVID-19 pandemic is a notable decrease in the student enrollment in public schools in the 2020-21 school year (about three percent). Similarly, innovation schools saw a decrease in student enrollment. [This report was prepared by CDE's School Quality and Support Division/Schools of Choice Unit. For the 2020 report, see ED607082.]
Tuition and Fees Report, Fiscal Year 2020-21
Author: Colorado Department of Higher Education
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Higher Education,Tuition,Fees,Public Colleges,Paying for College,Costs,Educational Finance,College Students,Student Financial Aid,Budgets,Two Year Colleges,College Credits,Institutional Characteristics,Community Colleges,Resource Allocation,Taxes,Geographic Location,Out of State Students,In State Students

The Tuition and Fee Report is produced annually by the Colorado Department of Higher Education to provide detailed information on the tuition and fee rates at Colorado's public institutions, as well as to give context regarding the state funding environment in which tuition and fee rate-setting occurs. Colorado has mirrored national trends over the past fifteen years as the cost of higher education has shifted from the state to the student. In Fiscal Year (FY) 2000-01, the state covered 68 percent of the cost of college, while students and families were responsible for 32 percent. By FY 2011-12, the balance had effectively reversed, leaving students and families responsible for two-thirds of the costs while the state paid a third. This shifting funding structure comes at a time when a postsecondary credential has become an economic necessity. The Colorado Commission on Higher Education's Master Plan, Colorado Rises, establishes as an overarching goal increasing the number of adults who hold a high-quality postsecondary credential to 66 percent by 2025. This attainment goal recognizes research suggesting almost three-fourths of jobs now require some education beyond high school. Colorado has mirrored the nation in moving from a model of funding primarily supported by state appropriations to one that considers all sources of revenue, including resident and nonresident tuition and fees. From FY 2019-20 to FY 2020-21, resident tuition and fees increased an average of 1.5 percent across all of Colorado's public institutions. At four-year institutions, the average increase was 0.8 percent, and at two-year institutions, the average was 2.9 percent. This year, the report highlights flat tuition across many of the state's institutions and limited increases at those institutions that did increase their rates, demonstrating the commitment of both the state and institutions to contain costs. [For the 2019-20 report, see ED603028.]
UniCollaboration Plenary Session
Author: Ballester, Rodrigo
Date: 2020-11-30
Type: Reports - Evaluative
Subjects: International Educational Exchange,Teacher Exchange Programs,Foreign Countries,Educational Benefits,Criticism,Intercultural Communication,Technological Literacy,Teacher Education,Soft Skills,Educational History,Access to Education,Rural Areas,Migrants,Refugees

In this UniCollaboration Plenary Session, Rodrigo Ballester, a cabinet member of the Commissioner of Education and Culture in the European Commission, presented on virtual exchanges. Virtual exchanges can serve many different purposes. They can be intercultural dialogues, languages, digital skills, teacher training, and soft skills, etc. He then speaks of the recent history of education in Europe and the Erasmus program, a virtual exchange. While he was mostly positive of Erasmus, he did find some criticism for it, such as not enough virtual exchanges in rural areas and not to forget intra-cohesion. He ended the session with a question and answer period. [For the complete volume, see ED609298.]
College Resources. 2021 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Resources,Foreign Countries,Colleges,Income,Expenditures,Enrollment Trends,Trend Analysis,Student Financial Aid,School Personnel,Tuition,Grants,Educational Finance,Human Resources,Operating Expenses,Apprenticeships,Institutional Characteristics

This report shares data on college resources in Ontario as they relate to: (1) College system revenues and expenses; (2) Trends in college funding; (3) Human resources trends; and (4) Student financial aid. Among the highlights are: (1) In 2019-20, college system revenues totaled $5.5 billion. Grant revenue from all sources accounted for only 34 per cent of college system revenue; (2) In 2019-20, real operating grants per full-time equivalent (FTE) student were about five per cent lower than in 2004-05 and 19 per cent lower than during the peak in 2007-08; (3) Colleges employ almost 52,000 people. From 2004-05 to 2019-20, the number of full-time staff employed at colleges increased by 35 per cent; and (4) In 2019-20, about 140,000 college students were OSAP recipients. This represents 74 per cent of the total full-time post-secondary enrolment. [For the 2020 report, see ED610776.]