ethanporcaro/eric-fulltext-meta huggingface dataset:
Characteristics of Youth Formerly in Foster Care Who Experienced Homelessness as Young Adults: A Denver Metro Area Study. Report No. 19-17A
Author: Orsi, Rebecca
Date: 2021-06-00
Type: Reports - Research
Subjects: Foster Care,Homeless People,Youth,Young Adults,Social Services,At Risk Persons,Behavior Problems,Substance Abuse,Family Influence,Poverty,Gender Differences,Racial Differences,Ethnicity,Disproportionate Representation,Child Welfare,Juvenile Justice,COVID-19,Pandemics,Housing,Well Being,Safety,Cultural Relevance

This pilot study builds on national literature by describing the characteristics of Colorado youth who were formerly in foster care and later accessed homeless services as young adults. State-focused data are important as youth experiencing homelessness typically stay in their state of origin. It was not possible in this study to estimate the total percentage of youth who experienced foster care and later accessed homelessness services due to the limited number of signed Release of Information forms needed to access services through Metro Denver Homelessness Initiative. However, informed by this study, Continuums of Care across the state have already begun to update their privacy notices and a next phase of research will examine this more fully. The study identified three groups, each with a collection of attributes that characterize the former foster youth experiencing homelessness, including: youth with differing levels of Division of Youth Services involvement, specific challenges (behavior, substance use, family-based, poverty) and emancipation or reunification with family. Findings also show that female and Black, Indigenous, and people of color (BIPOC) youth formerly in foster care accessed homeless services at disproportionately high rates. The descriptive characteristics groupings and identification of disproportionate representation among these youth by race, gender or child welfare history can be cross-walked with existing policies and practices to identify policy and services gaps and opportunities to prevent and lessen the duration of homelessness for youth formerly in foster care across Colorado.
Student Equity in VET 2020: Participation, Achievement and Outcomes
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Equal Education,Vocational Education,Students with Disabilities,Indigenous Populations,Non English Speaking,Low Income Groups,Rural Population,Unemployment,Disadvantaged,Participation,Achievement,Outcomes of Education

This publication presents information on how different equity groups fare in their VET journey. The featured equity groups are: (1) People with disability; (2) Aboriginal and Torres Strait Islander; (3) Non-English speaking background; (4) Low socioeconomic status; (5) Remote; and (6) Not employed. These groups have historically been disadvantaged in accessing and benefiting from education in Australia. This report focuses on their participation, achievement in and outcomes from VET. [For the 2021 report, see ED613489.]
Spelling Difficulties in Malayalam among Lower Primary Students
Author: Gafoor, Abdul K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dravidian Languages,Spelling,Error Patterns,Vowels,Suprasegmentals,Phonemes,Orthographic Symbols,Elementary School Students,Grade 3,Language Usage,Beginning Writing

In spite of the general agreement that spelling difficulties if monitored and identified early during the schooling will help in giving appropriate support, teachers and teacher-educators using Indian languages including Malayalam, while discussing language difficulties refer more to errors from English than from their mother tongue. In this context, this study identifies spelling errors with respect to vowels, signs, glides, consonants and consonant doubling, in terms of addition, omission and substitution committed in Malayalam writing by Grade 3 students in Kerala. Ten selected pages from Malayalam notebooks of the 100 students were analysed for errors in writing. Most difficult area in writing Malayalam, for beginners, is signs - both vowel signs and diacritic signs. Substitution in large extent, and omission in lesser extent, causes spelling errors. Seven types of substitution of letters that cause spelling errors in a Malayalam are illustrated. A few suggestions for improving spelling instruction are added.
Development of Fraction Understanding
Author: Sidney, Pooja
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Fractions,Symbols (Mathematics),Children,Adults,Mathematical Logic,Numbers,Arithmetic,Problem Solving

Children's understanding of fractions, including their symbols, concepts, and arithmetic procedures, is an important facet of both developmental research on mathematics cognition and mathematics education. Research on infants', children's, and adults' fraction and ratio reasoning allows us to test a range of proposals about the development of numerical cognition that have largely been developed with natural, whole numbers in mind. The developmental research opens several avenues for improving mathematics education. This chapter reviews the empirical research on children's understanding of fraction concepts, symbols, and procedures. It argues for the practical and theoretical importance of examining children's fraction understanding. The chapter describes children's and adults' fraction reasoning, while highlighting the common methodologies in this literature, and presents the developmental picture painted by current research across the life span. It explores the educational implications of developmental research on children's fraction reasoning. Finally, the chapter concludes by considering the directions for future research. [This report is a chapter in: &quot;The Cambridge Handbook of Cognition and Education,&quot; edited by J. Dunlosky and K. A. Rawson, Cambridge University Press, 2019, pp. 148-182.]
The Boston Public Schools&apos; Road to Receivership. White Paper No. 247
Author: Stillings Candal, Cara
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Public Schools,School Administration,School Effectiveness,School Districts,Educational Improvement,School Turnaround,Governance,Educational Change,Leadership,Accountability,Money Management,Enrollment Trends,State Boards of Education,State Government,Government Role

This report summarizes the findings of MA DESE's 2020 review of the Boston Public Schools, highlighting key findings around the teaching and learning, operational, financial, and enrollment challenges the state identified. It also describes why, according to the report, BPS persistently struggles in these areas and how its struggles negatively impact students. Finally, the paper describes several options the district and the state have for rectifying the problems and helping BPS meet its constitutional and moral obligations to the students and families it serves. Ultimately, it recommends that the state place BPS in receivership, a controversial model that may be the district's best hope for recovery.
Equity Lessons Learned from Schools in the Time of COVID-19: Education Resources for State Leaders
Author: Education Trust
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Equal Education,COVID-19,Pandemics,Public Schools,Distance Education,Electronic Learning,School Safety,Acceleration (Education),Student Needs,Disadvantaged Youth,Elementary Secondary Education,Teacher Leadership,Diversity (Faculty),Students with Disabilities,Access to Education,Inclusion,Early Intervention,English Language Learners,Homeless People,Educational Equity (Finance),Student Evaluation

As state leaders continue to help their districts and schools respond to the COVID-19 crisis, they must not forget the lessons learned during the last 18 months. The $125 billion allocated through the American Rescue Plan is an opportunity for state leaders to support districts and schools in meeting students' most immediate academic, social, and emotional needs during these unprecedented times -- and to reimagine what is possible for public schools so that they emerge from this crisis a more equitable and just education system -- and society. This resource is a collaboration of 12 organizations seeking to advance educational equity state leaders about how to transform systems to better serve and support improved outcomes for underserved students and ensure that existing and new resources are used to drive significant change in the education system. [Additional collaborators of this resource are SchoolConnection and Teach Plus.]
Colorado Department of Corrections Reentry Systems Mapping Project: Policy Landscape Summary. Report No. 101
Author: Worthington Hartnack, Julie
Date: 2018-00-00
Type: Reports - Research
Subjects: Institutionalized Persons,Human Services,Adults,State Policy,State Legislation,Program Implementation,Program Administration,State Programs,Transitional Programs,Adult Education,Housing,Mental Health Programs,Employment Services,Measures (Individuals),Information Systems

(CDOC) Reentry Systems Mapping project, provides an overview of policies in Colorado that shape adult reentry services and how those policies are implemented across the network of service providers. The report describes the landscape of reentry services as they exist today, including those services that were enhanced under recent legislative reforms, as well as the services that existed prior to those reforms. The second phase of the Colorado Reentry Systems Mapping project will include a descriptive analysis that builds on this policy landscape by presenting patterns in reentry service delivery across the state. Together, the two phases of the Colorado Reentry Systems Mapping project will provide CDOC with documentation on current reentry services as they plan for future program changes and improvements.
The Colorado Dropout Prevention Framework: A Retrospective Analysis of Annual and Cohort Student Outcomes. Report No. 106
Author: Clemens, Elysia V.
Date: 2019-00-00
Type: Reports - Research
Subjects: State Programs,Dropout Programs,Dropout Prevention,Dropouts,Grants,Equal Education,Access to Education,Intervention,Student Mobility,Disproportionate Representation,Gender Differences,Racial Differences,Attendance,School Holding Power,Economically Disadvantaged,High School Students,Grade 9,Grade 10,Grade 11,Grade 12

The Colorado Department of Education recently received state funding to implement a Student Re-Engagement Grant Program (SRGP). The goal of this project is to inform the administration of the SRGP by looking back at data from a previously administered grant program, called Colorado Graduation Pathways (CGP). The CGP program was a federally funded grant with similar objectives to the SRGP (e.g., decreasing the dropout rate; increasing the high school graduation rate). Student-level data from one year of this program were used in combination with state administrative data to describe the relationships between targeted interventions and educational outcomes for served students, such as staying in school and graduating from high school. This was not a causal study -- that might suggest that outcomes were a result of specific interventions. Instead, the descriptive exploratory nature of the analyses is best used to generate ideas and guide conversations about strategic grant-making. The findings from the study suggest considering: (1) engaging grantees in conversations about equity and access; (2) expanding investments to create continuity through school transitions for all grade levels; (3) targeting interventions and supports to students who change schools during 12th grade so that they are more likely to graduate; (4) sustaining or increasing investments in Check &amp; Connect to help keep students in school; (5) accelerating investments in Title I and highly mobile students; and (6) requiring grantees to report program data at the student level.
The Impact of Digital Technology-Mediated Foreign Language Instruction on Vocabulary Learning: A Meta-Analytic Review
Author: Haidari, Sayed Masood
Date: 2020-00-00
Type: Journal Articles
Subjects: Meta Analysis,Second Language Learning,Second Language Instruction,Vocabulary Development,Teaching Methods,Instructional Effectiveness,Information Technology,Comparative Analysis,Foreign Countries,Grouping (Instructional Purposes),Technology Uses in Education,Research Methodology

The digital technology-mediated foreign language vocabulary learning involves the use of technological tools such as online and offline dictionaries, multimedia, social media, television, computer, smart-phones, tablets, and similar others. Although many research findings in the existing literature have emphasized the effectiveness of these technological tools on foreign language vocabulary learning, some studies also have suggested that the use of these tools in vocabulary learning does not make a significant difference in student achievement. This meta-analytic research aimed to investigate the overall impact of digital technology-mediated instruction on learning foreign language vocabulary in the Turkish context by calculating the mean effects followed by some moderator analyses. Therefore, 34 experimental studies (41 comparisons), conducted between the years 2003-2018, were included in the study according to the pre-defined coding criteria. The findings revealed that incorporation of digital technologies in foreign language teaching has a positive large impact on students' vocabulary learning achievement. The effect sizes of two moderators, the study type and grouping methods, were significant, while the study quality, education level, type of technology, and treatment duration, were not significant moderators. [This article includes an extended summary in Turkish.]
Children&apos;s Budget 2020
Author: Aherne, Drew, Ed.
Date: 2020-00-00
Type: Books
Subjects: Budgets,Child Welfare,Federal Aid,Federal Programs,Health,Housing,Income,Taxes,Early Childhood Education,Nutrition,Child Safety,Training,Child Development,Early Intervention,Federal Legislation,Educational Legislation,Family Programs,Safety Education,Expenditures,Advocacy,Pandemics,COVID-19,Elementary Secondary Education,Family Income

&quot;Children's Budget 2020&quot; is the 14th annual release of this signature Children's Budget publication. While the COVID-19 health and economic crises have highlighted how important it is to put children and families at the forefront of budget decisions, far too often lawmakers fail to prioritize children when allocating federal resources. This year's &quot;Children's Budget&quot; includes, for the first time, a deeper analysis of how the federal budget impacts children in spending when it comes to the international affairs budget, which is spent across seven departments and agencies, including the State Department and U.S. Agency for International Development (USAID). The report estimates the children's share of that spending at around 9 percent and finds that this funding is so limited it only reflects about 0.11 percent of the overall federal budget. This year's report details the persistence of an alarming trend: children continue to receive a smaller and smaller share of federal spending. Policymakers must take action to change course and correct this inequity. [This report received additional support from the Wellspring Philanthropic Fund and the GHR Foundation. For the 2019 report, see ED607596.]
Children&apos;s Budget 2021
Author: Dallafior, Michelle, Ed.
Date: 2021-00-00
Type: Books
Subjects: Budgets,Child Welfare,COVID-19,Federal Legislation,Federal Aid,Pandemics,Nutrition,Child Care,Retrenchment,Expenditures,Safety Education,Early Childhood Education,Training,Taxes,Child Development,Health Education,Family Programs,Family Income,Elementary Secondary Education

&quot;Children's Budget 2021,&quot; the 15th annual Children's Budget analysis, is released as Congress stands at a proverbial crossroads for the nation's kids. For more than a decade, this report has documented mostly bad news, in which the share of federal spending for kids has sharply declined. But, as Congress grappled with how to respond to a country in crisis, they were compelled to make long-overdue investments this year in early childhood, child care, education, family medical leave, child nutrition, and health care. The &quot;2021 Children's Budget&quot; book finds that COVID funding fueled the largest year-to-year increase in the share of federal spending on kids since tracking began in 2006. The share of federal spending on children rose to 11.2% in 2021, a 3.5 percentage point increase over 2020. The historic increase comes after four straight years in which the share of spending on children declined by 25% to just 7.6%. President Biden and Congress have made extraordinary and desperately needed investments in the nation's children to reverse the long-term downward trend in investing in children. The question is whether there will be a return to the old, tragic, downward trend or if the nation will live up to its promises to the next generation. [This report received additional support from the Wellspring Philanthropic Fund and the GHR Foundation. For the 2020 report, see ED617709.]
Jumpstart: A California Roadmap for Equitable Dual Enrollment Policy &amp; Practice
Author: Education Trust-West
Date: 2022-03-01
Type: Reports - Descriptive
Subjects: Dual Enrollment,Equal Education,Educational Policy,Community Colleges,Two Year College Students,Minority Group Students,African American Students,American Indian Students,Hispanic American Students,High School Students,Partnerships in Education,College School Cooperation

Despite the major disruption the pandemic has caused for students, education leaders have an opportunity to re-imagine how strategies, like dual enrollment, can transform our systems and students' lives. In &quot;Jumpstart: Setting Goals to Drive Equitable Dual Enrollment Participation in California's Community Colleges,&quot; we analyze data from California's community colleges to see if they are equitably serving Black, Native, and Latinx students through dual enrollment -- and we find they are not yet doing so. This inequitable participation in dual enrollment is not just a challenge for community colleges to solve, this is also an opportunity for K-12 local education leaders to work to provide their students with more opportunities to graduate high school prepared to thrive in higher education. In &quot;Jumpstart,&quot; we have shared a policy and practice agenda that we believe, both, K-12 and higher education leaders can and should implement. We take a look at the current landscape of dual enrollment to see who is participating in dual enrollment, especially Black, Latinx, and Native students. Fortunately, there are Community College districts that are equitably serving those students, and we take a closer look at their numbers.
Engine of Inequality: Michigan&apos;s Education System
Author: Education Trust-Midwest
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Equity (Finance),Funding Formulas,State Aid,Low Income Students,English Language Learners,Students with Disabilities,Poverty Areas,Rural Schools

Michigan's K-12 education system has arguably never truly supported all students to reach their full potential and prepare them for post-secondary opportunities and success. Instead, Michigan's education system has served as an engine of inequality when it should be providing opportunities for all kids to learn. Now is a critical time to address these long-standing education opportunity gaps, as Michigan works to utilize the historic federal investment in education and recover from the impacts of COVID-19 on student learning, which disproportionally affected historically underserved students. This report examines how Michigan can close the opportunity gaps by addressing the structural issues in Michigan's funding system that perpetuate inequities. This includes making significant investments to close the funding gap between what low-income students, English Learners and students with disabilities currently receive under Michigan's school funding formula and what leading states practice and what high-quality empirical research indicates they need to reach the same outcomes as their peers who have no additional needs.
Attention in Educational Contexts: The Role of the Learning Task in Guiding Attention
Author: Olney, Andrew M.
Date: 2015-00-00
Type: Reports - Research
Subjects: Attention Control,Attention,Sequential Learning,Theory of Mind,Cognitive Processes,Instructional Design,Time on Task

Attention is crucial for effective learning. There is an emerging research trend that suggests attention can be improved by changing the structure of the learning task, leading to increased learning. This chapter reviews and reanalyzes studies of attention in educational settings with respect to the structure of the learning task. This analysis is then integrated with theoretical accounts of mind wandering, sequential action, and monitoring. The resulting elaborated theory of mind wandering explains how a learning task structure can enhance a student's level of attention within the learning task. Furthermore, it motivates a new hypothesis which could be used to suggest ways of changing task structure to optimize learning performance via improved attention. [This is a chapter in: J. Fawcett, E. F. Risko, &amp; A. Kingstone (Eds.), &quot;The Handbook of Attention&quot; (pp. 623--642). Cambridge, MA: MIT Press.]
From Crisis to Opportunity: Learning Continuity and Attendance Plan Checklist. Equity Alert
Author: Education Trust-West
Date: 2021-00-00
Type: Tests/Questionnaires
Subjects: COVID-19,Pandemics,School Districts,Distance Education,Equal Education,Educational Planning,Disadvantaged,School Closing,Educational Strategies,Well Being,Mental Health,Student School Relationship,Family School Relationship,Outreach Programs

To be responsive to the situation created by the COVID-19 pandemic, the Governor and Legislature have modified the Local Control and Accountability Plan process for the 2020-21 school year. This year Local education agencies (LEAs), including districts, charter schools, and county offices of education, will complete a Learning Continuity and Attendance Plan (LCP) that focuses on planning for a distance learning environment and addressing the learning loss resulting from school closures last year. The checklist offered in this &quot;Equity Alert&quot; provides considerations for LEA leaders to better serve the needs of historically marginalized students who have been most affected by the pandemic. LEA leaders can use this checklist to evaluate whether their LCPs adequately address the needs of these students.