ethanporcaro/eric-fulltext-meta huggingface dataset:
Ensuring Racial Equity in Education: Landscape Scan and Next Steps. Brief
Author: Boone, Katrina
Date: 2020-00-00
Type: Reports - Research
Subjects: Equal Education,Racial Discrimination,Capacity Building,Evidence Based Practice,Minority Group Students,Educational Change,Inclusion

In light of the disproportionate effect of the COVID-19 pandemic on historically marginalized communities, an unprecedented education funding cliff, and nationwide protests for racial justice, the CCNetwork's commitment to supporting its clients with evidence-based practices and high-quality capacity-building is perhaps more important than ever. The unfortunate events of the past six months have provided an opportunity for the CCNetwork to coordinate with other Centers and national organizations to more deeply understand racial inequity in education and work to erase its deleterious effects. To better understand how best to leverage existing resources and determine the extent to which capacity-building supports are needed, the National Center's Capacity Building Team conducted a landscape scan of social and racial justice work being conducted by federally funded technical assistance and research centers. This brief explains the methods and findings, along with next steps for the CCNetwork to consider as it works toward its goal of ensuring equitable education for all children, regardless of their race.
A Toolkit for Effective and Supportive Transitions for Children, Families, and Educators in Fall 2021 and Beyond
Author: Bornfreund, Laura
Date: 2021-07-00
Type: Reports - Research
Subjects: Program Effectiveness,Transitional Programs,Early Childhood Education,Kindergarten,Educational Policy,COVID-19,Pandemics,Educational Change,Mental Health,Educational Finance,State Policy,Preschool Children

State and local officials must establish effective and supportive transition policies that recognize an ongoing process and include collaboration across ECE settings and elementary schools. This toolkit offers immediate steps needed to strengthen children's transition this coming year and beyond. [Additional funding for this toolkit from the Bainum Family Foundation.]
Investing in Teacher Leadership to Accelerate Learning
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Acceleration (Education),Teacher Improvement,Federal Aid,Grants,Student Diversity,Refugees,English Language Learners,Minority Group Students,Special Education,Special Needs Students,Lunch Programs,Equal Education,Inclusion

High rates of teacher turnover and persistent student achievement gaps are ongoing challenges for many Indiana schools. State and district leaders have responded with a range of initiatives and policies to strengthen teaching and learning and to increase student access to effective teachers. One of the most promising is the development of teacher career pathways and distributed leadership models focused on strengthening classroom instruction. In 2020, the Indiana Governor's Next Level Teacher Compensation Commission recommended this approach by encouraging districts to create new opportunities for teachers to increase their compensation through career ladders or pathways that utilize the instructional and leadership capacity of educators to improve teaching and learning. Three school districts that have made teacher leadership a core strategy for improvement received a federal award to advance this work. Brown County Schools, Goshen Community Schools, and Perry Township Schools partnered with the nonprofit National Institute for Excellence in Teaching (NIET) to win a five-year, $47 million federal grant from the Teacher and School Leader (TSL) Incentive Program. These districts are located in different parts of the state and serve communities from urban to remote rural locales. What they have in common is the continual need to improve teaching and learning to support diverse and changing populations of students, including refugees, English learners, minority students, special education students, and students receiving free and reduced-price meals. The work of educators in Brown County, Goshen, and Perry Township can be seen in the improvements in teaching and learning as well as in the many ways that they have created more equitable and inclusive environments to better address the needs of diverse student populations.
Leading the Way, or Falling Behind? What the Data Tell Us about Disability Pay Equity and Opportunity in Boston and Other Top Metropolitan Areas
Author: Yin, Michelle
Date: 2020-07-00
Type: Reports - Research
Subjects: Disabilities,Employees,Adults,Equal Opportunities (Jobs),Salary Wage Differentials,Wages,State Policy,Urban Areas,Taxes,Educational Attainment,Occupations,Access to Information,Employment Practices,Training

The Ruderman Family Foundation in partnership with the American Institute for Research (AIR) and the Institute for Educational Leadership (IEL) created two research briefs that inform the business community in Boston and several other top metropolitan areas about the challenges faced by workers with disabilities and the contributions that disability-diversity can make to the workforce. In this research brief, through an examination of 2017 American Community Survey data on working-age adults with disabilities ages 15 to 64, the authors quantify the pay gap between workers with and without disabilities in the Boston metropolitan area. Despite historically forward-thinking state policies and antidiscrimination laws, the Boston metropolitan area (Boston Metro) shows greater inequalities than other comparable metro areas in the United States. How can Massachusetts continue to be a leader and Boston to be a source of economic strength when close to 8% of the working-age population has disabilities and they lack opportunities to earn a fair and comparable wage like their nondisabled peers? The challenge to Boston-area businesses in particular is to create a legacy of leadership that is disability-diverse and inclusive of everyone who has the skills and required education to contribute to an increasingly competitive national economy. [This report was prepared in partnership with the Ruderman Family Foundation.]
Understanding Needs in Context: Methods and Considerations for CCNetwork Landscape Scans. Brief
Author: Boone, Katrina
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Networks,Needs Assessment,Planning,Data Collection,Data Analysis,Information Dissemination,Surveys,Sampling,Documentation,Capacity Building,Reports

CCNetwork, in many cases, begins their work by assessing client needs--speaking with clients, examining current evidence and data, reviewing documents, and identifying patterns across those. Needs-sensing methods are important inputs to helping shape and prioritize what CCNetwork does. Landscape scans take these efforts a bit further by helping to interpret needs in context. A landscape scan is a helpful method to understand: (1) whether the needs that have been sensed reflect broader trends; (2) whether there are existing resources related to those needs; (3) whether there are certain students, settings, or professionals that experience these needs more or less than others; and (4) whether supports are equitably available. In this report, the authors focus on formal landscape scans, which employ systematic data collection methods and thorough synthesis of findings and recommendations. Through systematic review, landscape scans can help Centers connect clients with the right supports and/or elevate new capacity-building products or services. This brief explains methods and offers suggestions for conducting a landscape scan.
Keeping Students Connected and Learning: Strategies for Deploying School District Wireless Networks as a Sustainable Solution to Connect Students at Home
Author: Department of Education (ED), Office of Educational Technology
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Access to Computers,COVID-19,Pandemics,School Closing,Distance Education,School Districts,Telecommunications,Internet,American Indian Education,American Indian Students,Partnerships in Education,Low Income Students,Barriers,English Language Learners,Undocumented Immigrants,Homeless People,Minority Group Students,Needs Assessment,Legislation,Financial Support,Elementary Secondary Education,Postsecondary Education,Networks,Equal Education

In spring 2020, the Coronavirus Disease 2019 (COVID-19) pandemic and the shift to hybrid and remote learning for most schools turned what was once a &quot;homework gap&quot; into a &quot;learning opportunity gap&quot; as devices and internet access became necessary in order to keep students connected and learning. The purpose of this brief is to present strategies for deploying off-campus wireless networks as a sustainable solution to provide home connectivity to all students and educators. This brief shows how school districts have taken diverse approaches to build off-campus wireless networks. Off-campus wireless networks offer a possible long-term approach to solving the home connectivity gap. They may not be a viable solution in all districts; however, we hope the examples highlighted in this brief contribute to the discussion of sustainable, long-term solutions for providing equitable access to high-quality education. The six models highlighted in the brief include: (1) ACPS@Home, Albemarle County Public Schools, Albemarle, VA; (2) Northeast Nebraska Tribal Education Broadband Service, Nebraska Indian Community College (NICC), Northeast NE; (3) ICOE BorderLink Infrastructure Initiative, Imperial County Office of Education, Imperial County, CA; (4) LUSD Community Wi-Fi Network, Lindsay Unified School District, Lindsay, CA; (5) Livewire ConnectME Program, Boulder Valley School District, Boulder, CO; and (6) FUSD Personalized Learning Initiative, Fresno Unified School District, Fresno, CA.
Effectiveness in Context: Tips for Identifying Evidence-Based Practices for Diverse Student Populations. Tip Sheet
Author: Morvey, Sakari
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Evidence Based Practice,Student Diversity,Intervention,Student Characteristics,Race,Ethnicity,Decision Making

While finding interventions with proven effectiveness has become easier through resources like the What Works Clearinghouse (WWC), identifying what works for diverse student populations can still be challenging. Knowing the context, specifically, sample demographics for research, can help bridge this gap. In a recent scan of studies that met WWC standards with and without reservations, and that had at least one statistically significant positive finding, 70 percent of the resulting WWC reviews reported race for at least a segment of the study sample. Decision-makers can use this information, when available, to help decipher how effective an intervention might be for their specific students. This tip sheet explains the importance of the demographic information provided in research studies and provides steps to identify evidence-based practices and the sample characteristics behind the evidence.
North Dakota University System 2021 Fall Enrollment Report
Author: Weber, Jennifer
Date: 2021-10-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Enrollment,Distance Education,Enrollment Trends,Full Time Equivalency,Full Time Students,Part Time Students,College Freshmen,Graduate Students,College Transfer Students,College Credits,Independent Study,Blended Learning,Electronic Learning,High School Students,Dual Enrollment,Undergraduate Students,Place of Residence,Age,Race,In State Students,Out of State Students,Remedial Instruction,Counties,Student Characteristics

The &quot;2021 Fall Enrollment Report&quot; contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2020 Fall Enrollment Report, see ED612582.]
North Dakota University System 2020-21 Annual Enrollment Report
Author: Weber, Jennifer
Date: 2021-10-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Enrollment,Distance Education,Enrollment Trends,Full Time Equivalency,Full Time Students,Part Time Students,College Freshmen,Graduate Students,College Transfer Students,College Credits,Noncredit Courses,Community Colleges,Job Training,Independent Study,Blended Learning,Electronic Learning,Undergraduate Students,Two Year College Students,Annual Reports

The North Dakota University System (NDUS) &quot;2020-2021 Annual Enrollment Report&quot; is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, nondegree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. Non-credit enrollments provided through TrainND, a legislatively established organization powered by the public community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2020, Fall 2020 and Spring 2021 semesters. In addition to credit types, this report also presents course enrollments by delivery method. [For the &quot;2019-20 Annual Enrollment Report,&quot; see ED612579.]
2021 Affordability Report
Author: North Dakota University System
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: Federal Aid,Grants,Student Loan Programs,Student Costs,College Students,Tuition,Fees,Student Financial Aid,Debt (Financial),Research Universities,State Universities,Community Colleges,College Housing,Paying for College,Veterans,Federal Legislation

College affordability is a significant factor in student access, retention and completion. Tuition and fee rates are a major component of affordability, as is the availability of financial aid programs from federal, state, institutional and private sources. Strategically designed approaches to college affordability can better assist families in preparing for post-secondary education, accessing programs and attaining educational goals. This report outlines key affordability factors of the North Dakota University System. This 2021 affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Room &amp; Board; (2) Estimated Total Student Cost; (3) Financial Aid Summary; (4) Federal Funding Sources; (5) Annual Loan Volume; (6) Indebtedness at Graduation; (7) Net Price; (8) Summary of 2019-20 Aid Source; and (9) 9/11 GI Bill Benefits. [For the 2020 report, see ED609064.]
Designing for Diversity Part 1: Where Is Equity and Inclusion in Curriculum Design? Brief
Author: Alozie, Nonye
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Inclusion,Diversity,Equal Education,Curriculum Design,Guidelines,Elementary Secondary Education,STEM Education,School Districts,Instructional Materials,Decision Making,State Standards,Hidden Curriculum,State Policy,Student Diversity,Kindergarten,Computer Science Education,Teaching Methods

In this first of three whitepapers on designing curricula for diversity, the authors explain why equity and inclusion should be addressed in standardized curriculum materials and introduce the Equity and Inclusion Framework for Curriculum Design (EI-CD). [For Part 2, see ED615694. For Part 3, see ED615695.]
Designing for Diversity Part 2: The Equity and Inclusion Framework for Curriculum Design. Brief
Author: Alozie, Nonye
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Inclusion,Curriculum Design,STEM Education,Computer Science Education,School Districts,Diversity,Instructional Materials,Systems Approach,Educational Environment,Learner Engagement,Guidelines,Standards,Alignment (Education),Feedback (Response),Faculty Development,Student Characteristics,Language Usage,Academic Language,Kindergarten,Elementary Secondary Education

This is the second of three whitepapers on designing curricula for diversity. It provides the step-by-step process for using the Equity and Inclusion for Curriculum Design (EI-CD). Additionally, it describes how the framework can be used to design and adapt STEM+CS [science, technology, engineering, mathematics, and computer science] curriculum materials. [For Part 1, see ED615692. For part 3, see ED615695.]
Designing for Diversity Part 3: Implementation of the Equity and Inclusion Curriculum Development Approach--The Role of State and Local Education Agencies. Brief
Author: Alozie, Nonye
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Inclusion,Diversity,Equal Education,Curriculum Design,Kindergarten,Elementary Secondary Education,STEM Education,Computer Science Education,Instructional Materials,School Districts,Standards,State Government,Government Role

This is the third whitepaper in the National Comprehensive Center's series on designing curricula for diversity. It provides state and local education leaders recommendations on the use of the Equity and Inclusion Framework for Curriculum Development in the design and adaptation of STEM+CS [science, technology, engineering, mathematics, and computer science] curriculum materials. [For Part 1, see ED615692. For Part 2, see ED615694.]
Bilingual Multicultural Education Annual Report for School Year 2019-2020
Author: New Mexico Public Education Department
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Bilingual Education,Multicultural Education,Annual Reports,Accountability,Bilingual Students,Student Educational Objectives,Academic Standards,Benchmarking,Academic Achievement,Student Participation,Language Proficiency,College Readiness,Career Readiness,Program Effectiveness,Educational Finance,Longitudinal Studies,School Closing,COVID-19,Pandemics,Elementary Secondary Education,Educational Legislation,Federal Legislation

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the state's BMEPs. The LCD actively works to streamline and provide data that can be used in meaningful and purposeful ways. To that aim, the report focuses on the four key areas: (1) Reports data collected on district, school, and student participation; (2) Reports data collected regarding language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) Reports achievement data based on the Istation, Partnership for Assessment of Readiness for College and Careers (PARCC) tests, the Transition Assessment in Math and English Language Arts (TAMELA), and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) Evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses these four key areas with data for the 2019-2020 school year (SY), including some longitudinal data for comparison over time. Due to the unprecedented circumstances brought on by the COVID-19 pandemic and the closure of schools, the US Department of Education has granted the New Mexico Public Education Department (PED) a waiver to bypass assessment and accountability requirements under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). Thus, the student achievement data within this report was not collected during school year 2019-2020. Student data from 2018-2019 has been repeated. [For the 2018-2019 report, see ED615699.]
Healing-Centered Community Schools: A Key Investment for COVID-19 Recovery
Author: Kimner, Hayin
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Community Schools,Holistic Approach,Student Needs,Cultural Influences,Values,Interpersonal Relationship,Academic Achievement,Educational Environment,School Safety,Partnerships in Education,Educational Practices,State Aid,Federal Aid,Mental Health,Intervention,Evidence Based Practice,School Community Programs,Financial Support,Leadership Responsibility,Leadership Styles,Capacity Building,Access to Health Care,Budgeting,Technical Assistance,Trauma

Educators and policymakers have increasingly turned their attention--and $2.8 billion in funding-- to community school strategies as a way to mitigate the learning of the COVID-19 pandemic. A healing-centered community school implements a whole child approach to teaching and learning to address the fundamental physiological and safety needs of students as central to their cognitive development and growth. Strengthening and sustaining such strategies require intentional, complementary investments in policy, funding, and resources across general education, early learning, special education, health, and community development. This brief provides guidance for educators, policymakers, and advocates who wish to deploy state and federal recovery resources to address immediate student needs and build sustainable systems and practices that serve all students and advance equity. [This brief was produced in partnership with California Children's Trust, Californians for Justice, and Advancement Project California.]
Voter Engagement and Satisfaction with California&apos;s Local School Governance: Evidence from the 2021 PACE/USC Rossier Poll
Author: Alonso, Jacob D.
Date: 2021-08-00
Type: Reports - Research
Subjects: Citizen Participation,Satisfaction,Governance,Voting,Educational Policy,Elementary Secondary Education,Boards of Education,Political Attitudes,Racial Differences,Social Differences

In this brief, we use data from the 2021 PACE/USC Rossier Poll to report on California voters' attitudes towards and engagement with local school district governance. Generally, our findings show relatively high support for school boards among California voters, although voters were less satisfied with school board performance in the context of the pandemic. Patterns of engagement also changed during the past year: some voters, particularly parents and higher income individuals, became more engaged in educational issues; others felt compelled to be more involved because they were unhappy or dissatisfied with educational systems. Our findings also highlight patterns of racial, socioeconomic, and partisan divisions in school district governance. In particular, Black voters and low-income voters were most likely to report dissatisfaction and feel less valued by their local school boards.