ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying and Supporting Students Experiencing Homelessness. Brief No. 5
Author: Pavlakis, Alexandra E.
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Identification,At Risk Students,Homeless People,Elementary Secondary Education,Pandemics,COVID-19,Federal Legislation,Student Experience,Minority Group Students,Community Resources,Equal Education,Teacher Student Relationship,Partnerships in Education,Educational Planning,Social Bias

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Homelessness is not a uniform experience. Even before the pandemic, student homelessness was increasing, and many schools were struggling to respond. Students experiencing homelessness may be particularly vulnerable to health-, wellbeing-, and education-related adversity brought on or exacerbated by the pandemic. To successfully implement the McKinney-Vento Homeless Assistance Act, schools should prioritize proactive identification and consider fostering an environment that frames policy supports as rights for students. Collaborations and data sharing with community providers can improve identification of students experiencing homelessness and ease access to resources and supports for families. Regular communication to build relationships with student-identified networks of trusted adults allows schools to tailor practices and supports in ways that meet individual needs. When weighing the risks and benefits of various models for reopening schools in the fall, plans must consider local COVID-19 conditions, available funding, and the realities of students' home environments. Deficit-oriented and stigmatizing practices may have adverse short- and long-term consequences for students and their families. [This report was co-prepared by the Southern Methodist University, Simmons School of Education and Human Development.]
Broad-Based Academic Supports for All Students. Brief No. 6
Author: Lynch, Kathleen
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Student Needs,Academic Support Services,Intervention,Pandemics,COVID-19,School Closing,Teaching Methods,Conventional Instruction,Teacher Collaboration,Time,Looping (Teachers),Age Differences,Racial Differences,Ethnicity,Socioeconomic Status,Low Income Students,Family Involvement

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. For children meeting academic benchmarks before the shutdown, slowdowns through September will not be catastrophic. However, delayed openings or shutdowns combined with weak remote learning offerings in the fall may set students' learning back significantly. In order to move students through grade-level content, schools will need to lean heavily on tiered strategies that include broad-based supports for all students and intensive intervention for students who have felt the pandemic's impacts most directly. Face-to-face instruction is particularly important for early elementary students. Targeted support strategies for families, such as take-home books, text messages, and family involvement programs, can effectively supplement in-school curriculum. Teaching grade-level content to all students in the fall, while identifying students needing special support, can help students remain on track. Scheduled time for teachers to communicate across grade-level teams and efforts to maximize instructional time can help students catch up while avoiding redundancy. Teacher looping structures that keep students and teachers together for more than one academic year seem to be beneficial, but the evidence is thin, and large-scale shifts would require teachers to learn new content across multiple grade levels. Large-scale, standardized testing is unlikely to yield results quickly enough and/or at a grain size that teachers can use to plan instruction. Remediation programs that supplant regular instruction are likely to prevent students from learning new, grade-level content.
RISE Evaluation Model: Evaluator and Principal Handbook Version 3.0
Author: Indiana Department of Education
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Principals,Administrator Evaluation,Administrator Effectiveness,Leadership,Scoring,Academic Achievement,Scoring Rubrics,Observation

RISE was designed and revised to provide a quality system, aligned with current legislative requirements that local corporations can adopt in its entirety, or use as a model as they develop evaluation systems to best suit their local contexts. A representative group of teachers and leaders from across the state, along with staff from the Indiana Department of Education (IDOE), contributed to the development of the RISE principal evaluation system. From the beginning, IDOE sought to design a model evaluation system focused on effective leadership practice and student outcomes. RISE was designed to be fair, accurate, transparent, and easy-to-use. This handbook describes the 3.0 version of Indiana's RISE Evaluation Model for principal evaluation. It describes: (1) the timeline for principal evaluation; (2) Component 1: Professional Practice; (2) Component 2: Student Learning; and (3) summative principal evaluation scoring. A list of frequently asked questions and a glossary of RISE terms are also included.
Sustaining Teacher Training in a Shifting Environment. Brief No. 7
Author: Goldhaber, Dan
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Teacher Education,COVID-19,Pandemics,Student Teachers,Teaching Experience,Teacher Effectiveness,Evidence Based Practice,Simulation,Beginning Teachers,Mentors,Web Based Instruction

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Student teaching placements influence teacher effectiveness. If student teaching experiences are constrained by the pandemic, teacher candidates may lose valuable experiences and schools may lose the opportunity to shape and evaluate prospective hires. Teacher preparation programs and student teaching experiences play a major role in determining where candidates take job placements, in ways that can influence both job markets and staffing shortages. Teachers and teachers-in-training who participate in online practice teaching see significant improvements in teaching skills. School systems can provide in-service supports for new teachers whose student teaching experiences were interrupted or incomplete. Stronger partnerships between teacher preparation providers and remote districts have the potential to bring significant benefits, both for student teachers and for districts facing staffing shortages. Student teachers represent an important pool of additional talent for schools; creative deployment of student teachers could provide a major boost as the COVID-19 crisis continues. Low-quality teacher mentoring programs, as well as those that are not sustained across multiple years, are likely to be ineffective. Teacher effectiveness might show up differently in an online setting -- so relying on past measures of teacher quality will likely be insufficient.
Transitioning to College and Work. Part 1: Where Are High School Seniors from 2006-2008 Now?
Author: Holzman, Brian
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: High School Seniors,Urban Schools,Enrollment,College Graduates,Grade 12,Higher Education,Educational Attainment,Racial Differences,Two Year Colleges,Hispanic American Students,Graduation Rate

This report examined college outcomes among three cohorts of 12th grade students in the Houston Independent School District (HISD), prior to the implementation of the district's college advising program. The findings showed significant racial and ethnic gaps in college enrollment and completion. High test score and grades and earning college-level credits increased the likelihood of enrollment and completion. [For the full report, see ED598205.]
Transitioning to College and Work. Part 2: A Study of Potential Enrollment Indicators
Author: Holzman, Brian
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Enrollment,At Risk Students,Urban Schools,Predictor Variables,Predictive Validity,High School Graduates,Gender Differences,Racial Differences,Socioeconomic Status,Longitudinal Studies,Middle School Students,High School Students,Grade 7,Grade 9,Grade 11,Higher Education

This report examined three potential indicators of college enrollment school and district staff might use to identify and support students at risk of not attending college: (1) Chicago: Designed to predict high school graduation; based on earning six course credits--the minimum to advance to the next grade in HISD--and having at most one semester &quot;F&quot; in a core subject (English, math, science, or social studies); (2) Houston Education Research Consortium (HERC): Designed to predict college enrollment; based on having an attendance rate of 90% or higher, having a B-average (80% or higher), and earning at least 0.5 advanced course credits; and (3) State: Designed to predict college enrollment by the Texas Education Agency; based on meeting the benchmark on the English/language arts and mathematics tests. First, the findings suggested the HERC indicator might be the best predictor of college enrollment. Second, ninth-grade was when students were most at risk of not meeting the HERC indicator and fell off-track from college enrollment. [For the full report, see ED607702; for the appendices, see ED607717.]
Transitioning to College and Work. Part 2: A Study of Potential Enrollment Indicators. Appendices
Author: Holzman, Brian
Date: 2020-07-00
Type: Reports - Research
Subjects: Enrollment,At Risk Students,Urban Schools,Predictor Variables,Predictive Validity,High School Graduates,Gender Differences,Racial Differences,Socioeconomic Status,Longitudinal Studies,Middle School Students,High School Students,Grade 7,Grade 9,Grade 11,Higher Education

These are the appendices for &quot;Transitioning to College and Work. Part 2: A Study of Potential Enrollment Indicators,&quot; which examined potential indicators of college enrollment school and district staff might use to identify and support students at risk of not attending college. The study used administrative data from the Houston Independent School District (HISD) and tracked two cohorts of seventh-grade students in fall 2007 and fall 2008 for six years and into the first semester of college. Three potential indicators of college enrollment were examined: (1) Chicago: Designed to predict high school graduation; based on earning six course credits--the minimum to advance to the next grade in HISD--and having at most one semester F in a core subject (English, math, science, or social studies); (2) Houston Education Research Consortium (HERC): Designed to predict college enrollment; based on having an attendance rate of 90% or higher, having a B-average (80% or higher), and earning at least 0.5 advanced course credits; and (3) State: Designed to predict college enrollment by the Texas Education Agency; based on meeting the benchmark on the English/language arts and mathematics tests. The study found the HERC indicator was more effective at predicting college enrollment in later grade levels than the Chicago and state indicators. In addition, a substantial share of students did not meet the Chicago and HERC indicators during the ninth-grade year. The state indicator showed different patterns, perhaps because test scores fluctuated little during middle and high school and might not reflect changes in student motivation or effort. Ten appendices are included in the document. [For the full report, see ED607702; for the brief, see ED607716.]
Improving the Quality of Distance and Blended Learning. Brief No. 8
Author: Gallagher, H. Alix
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Distance Education,Blended Learning,School Closing,Access to Education,Learner Engagement,Social Development,At Risk Students,Access to Computers,Teaching Methods,Small Group Instruction,Feedback (Response),Planning,Time,Faculty Development,Interpersonal Relationship,Student Needs,Educational Quality

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools provide high-quality distance and blended learning during the pandemic? To answer this question, the brief breaks down the issue into four points: (1) With the abrupt end of in-person schooling in the spring of 2020, learning opportunities available to students varied enormously with some students receiving almost no distance instruction and others engaging in meaningful learning; (2) Student engagement in available distance learning opportunities was uneven and inequitable in the spring, partially but not entirely due to students' challenges in accessing online learning; (3) The move to distance learning reduces opportunities for many of the crucial social aspects of learning; and (4) Early elementary children and vulnerable student populations are most at risk from the move to a distanced setting. Based on these points, the brief provides six strategies to consider and two strategies to avoid.
Reducing District Budgets Responsibly. Brief No. 4
Author: Gordon, Nora
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Budgeting,Retrenchment,Job Layoff,State Aid,Federal Aid,Educational Finance,Elementary Secondary Education,Federal Legislation,Equal Education,Status,Hygiene,School Districts

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What are the key considerations for districts that may need to reduce spending and potentially lay off employees? In order to answer this question, the brief breaks down the issue into four points: (1) State revenues will drop for districts in many states. The extent of revenue loss will vary considerably across districts and could be partially mitigated by the federal response; (2) If the federal government does not offset state revenue losses, districts will need to cut spending on salaries and benefits; (3) School spending cuts negatively affect students' educational outcomes and apparently neutral budget choices often have disproportionate effects on traditionally underserved students; and (4) The COVID-19 pandemic creates substantial new demands on schools that will likely require a reallocation of resources. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was co-prepared by Georgetown University, McCourt School of Public Policy.]
Guidance and Support for Students Moving into Postsecondary. Brief No. 3
Author: Bonilla, Sade
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Research,High School Graduates,College Bound Students,Employment,Education Work Relationship,Community Colleges,Higher Education,Unemployment,Pupil Personnel Services,Educational Counseling,Intervention,Low Income Students,First Generation College Students,College Readiness,Minority Group Students,College Admission,College Entrance Examinations,Vocational Education

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can research inform student transitions from high school to college and career, given the financial and health uncertainties that students -- particularly those who are marginalized and traditionally underserved -- are facing due to the COVID-19 pandemic? In order to answer this question, the brief breaks down the issue into three points: (1) Recent recessions have increased existing employment gaps between workers with and without a college degree; (2) Research generally shows that students are better off attending college versus not and better off attending a more selective bachelor's degree-granting institution; and (3) Both college-bound and career-bound students are at risk of losing momentum in 2020-2021 and transitioning to a less secure postsecondary pathway. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was co-prepared by Southern Methodist University, Simmons School of Education &amp; Human Development.]
Transitioning to College and Work Part 3: Labor Market Analyses in Houston and Texas. Appendices
Author: Holzman, Brian
Date: 2020-07-00
Type: Reports - Research
Subjects: Labor Market,Urban Areas,Supply and Demand,Wages,High School Graduates,Urban Schools,Postsecondary Education,Educational Attainment,Education Work Relationship,Bachelors Degrees,Associate Degrees,Females,Minority Groups,Science Careers,Technical Occupations,College Graduates,White Collar Occupations,Blue Collar Occupations,Unemployment,Insurance

This document is the appendices for &quot;Transitioning to College and Work Part III: Labor Market Analysis in Houston and Texas.&quot; The report examined: (1) Supply and demand for labor in the Houston area and Texas, including an examination of the Texas Higher Education Coordinating Board's (THECB) &quot;60×30TX&quot; strategic plan; (2) In-demand occupations and skills in the Houston area; and (3) Early career wages and unemployment receipt among high school graduates from the Houston Independent School District (HISD). Results indicated the Houston area and Texas are projected to fall 20 and 10 percentage points short, respectively, of reaching the &quot;60×30TX&quot; goal, an effort aimed at ensuring 60 percent of Texans ages 25-34 complete a postsecondary credential by 2030. Regardless, data showed a positive relationship between education and earnings. The higher wages associated with a postsecondary credential might be related to the short supply of high-skilled workers in the Houston area and Texas. Many Houston-area jobs required high levels of education and paid competitive annual wages. However, occupations with low supply growth and high demand growth required only moderate levels of education but high levels of interpersonal skills. An analysis of HISD graduates seven years after high school uncovered considerable gaps in early career wages and unemployment insurance receipt by gender, race and ethnicity, and economic disadvantage. In particular, female graduates continued to earn less than males, and black and Asian graduates earned less than whites. The results ultimately showed students who completed a postsecondary degree or certificate often earned higher wages than peers with only a high school diploma. Eleven appendices are included in the document. [For the full report, see ED607703; for the brief, see ED607722.]
Transitioning to College and Work Part 3: Labor Market Analyses in Houston and Texas
Author: Holzman, Brian
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Labor Market,Urban Areas,Supply and Demand,Wages,High School Graduates,Urban Schools,Postsecondary Education,Educational Attainment,Education Work Relationship,Bachelors Degrees,Associate Degrees

This report examined: (1) Supply and demand for labor in Houston and Texas, including an examination of the Texas Higher Education Coordinating Board's (THECB) &quot;60×30TX&quot; strategic plan; (2) In-demand occupations and skills in the Houston area; and (3) Early career wages and unemployment receipt among high school graduates from the Houston Independent School District (HISD). Houston and the state of Texas are projected to fall short of reaching the &quot;60×30TX&quot; goal, an effort aimed at ensuring 60 percent of Texans ages 25-34 complete a postsecondary credential by 2030. Results indicated Houston will be 20 percentage points and Texas 10 percentage points behind the goal. (This brief focuses on the Houston results; results for Texas are available in the full report.) Regardless, data showed a positive relationship between education and earnings. The higher wages associated with a postsecondary credential might be related to the short supply of high-skilled workers in the Houston area and Texas. [For the full report, see ED607703; for the appendices, see ED607721.]
Supporting Dropout Recovery Programs to Focus on Postsecondary Success
Author: Steinberg, Adria
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Dropout Programs,College Readiness,Nontraditional Education,High School Equivalency Programs,Career Readiness,Transitional Programs,Postsecondary Education,Educational Strategies

This brief reports on the first year of a promising effort in Texas to deepen the postsecondary preparation that schools and programs offer. With support from the Greater Texas Foundation (GTF) and coaching and technical assistance from Jobs for the Future (JFF), five sites have begun using JFF's Back on Track: Postsecondary Success model and JFF's Common Instructional Framework (CIF) to assess and improve upon the strategies they use to prepare participants for a successful transition to postsecondary education, training, and good jobs.
MCPS Schools at a Glance, 2018-2019
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Schools,Middle Schools,High Schools,Special Schools,Counties,Enrollment,School Personnel,Educational Facilities,School Activities,Costs,Salaries,Fringe Benefits,Institutional Characteristics,Student Characteristics

&quot;Schools at a Glance&quot; provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer, Department of Facilities Management; Office of the Chief Financial Officer; Office of the Chief of Staff; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Deputy Superintendent of School Support and Improvement; Office of Shared Accountability; Office of Special Education; and Office of Student and Family Support and Engagement. For the 2017-2018 report, see ED594058.]
Transforming IT Training Programs into Successful Career On-Ramps
Author: Bennett, Vanessa
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Information Technology,Computer Science Education,Entry Workers,Demand Occupations,Job Training,Educational Change,Promotion (Occupational),Work Experience Programs,School Business Relationship,Employers,Ancillary School Services,Apprenticeships,Transitional Programs,Employment Qualifications

The IT industry is dynamic and quickly evolving. As a surge of diverse training models across subsectors and occupations is becoming available, this is a unique opportunity to enhance training practices and better align them to meet industry and employer needs. This brief offers recommendations for IT training providers to strengthen their work and more successfully connect participants to career advancement opportunities. It also lays out key considerations for employers to help minimize barriers to entry and increase equity in the industry.