ethanporcaro/eric-fulltext-meta huggingface dataset:
Charting a Path to Equitable Education for Students with Disabilities: The Role of Charter School Leadership Pipelines
Author: Coker, Lindsay
Date: 2021-05-00
Type: Reports - Research
Subjects: Students with Disabilities,Equal Education,Charter Schools,Leadership Qualities,Expectation,Inclusion,Leadership Training,Audiences,Networks,Program Design,Program Content,Public Schools,Barriers,Program Effectiveness,Graduate Study

Students with disabilities across the united states are not achieving at the same rate as their non-disabled peers. With their flexibility and capacity for innovation, charter schools offer an opportunity to improve these outcomes. However, data from the Civil Rights Data Collection (CRDC), parent focus groups and surveys, and research on schools' responses to inquiries from parents of students with disabilities all tell that not all students feel welcome in charter schools or are succeeding in them. To improve access and outcomes for students with disabilities, the Center for Learner Equity proposes that the charter sector must first build foundational leadership capacity and then make a firm commitment to high expectations for students with disabilities. As part of a broader interest in strategies that will foster inclusive learning environments, the the authors of this report examine leadership pipeline programs and collaborating with these programs to infuse inclusive mindsets and strong programs for students with disabilities into their training models. This report focuses on findings regarding how future charter school leaders are trained in pipeline programs, specifically on educating students with disabilities. The authors explore how the pipelines operate, who their target audiences are, and how and to what extent they include issues related to educating students with disabilities. They also look at what opportunities may exist to enhance their training on these issues. Future phases of this work will include partnering with three pipeline programs to develop content and capacity to create robust programs and inclusive environments to improve access and outcomes for students with disabilities.
Lighting the Path to Inclusion: How Beacons Embody Commitment to Students with Disabilities
Author: Brehm, Wendy
Date: 2021-06-25
Type: Reports - Descriptive
Subjects: Inclusion,Students with Disabilities,Educational Environment,Leadership Responsibility,Special Education,Certification,Educational Administration,Career Choice,Experience,Social Justice,Administrator Attitudes,Administrator Role,Persistence,Administrator Education,Familiarity,Experiential Learning,School Culture,Teacher Selection,Barriers

Inclusion starts at the top, and when the deep commitment of school and districts leaders is absent, individual teachers' efforts to create and sustain inclusive learning environments where students with disabilities can soar risk being little more than exercises in frustration. With this premise in mind, this brief shares the voices of individuals identified as &quot;Beacons&quot;--that is, leaders who have demonstrated a deep commitment to improving outcomes for students with disabilities. Their stories shed light onto the origins of their commitment, providing insight into how it translates into tangible actions designed to create learning environments in which all students can thrive. While some of their stories are similar, overall, their experiences document a rich and diverse pathway to inspiring leadership. [Nelson Smith assisted in writing this report. Afterword written by Lauren Morando Rhim.]
Examining the Dimensions of Teacher Turnover. CALDER &quot;Flash&quot; Brief No. 24-0421
Author: Aldeman, Chad
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Faculty Mobility,Public School Teachers,Trend Analysis,Teacher Employment,Pandemics,COVID-19,Economic Impact,Institutional Characteristics,Urban Schools,Disadvantaged Schools,Minority Group Students,Disproportionate Representation

Over the last few months, media outlets including Axios, CNN, The New York Times, and The Wall Street Journal have raised the specter that there may be a rise in teachers exiting the profession. The concern is that a post-pandemic private sector boom, combined with relatively low teacher pay and burnout from online teaching, are a combustible mix that will lead to sharply higher teacher attrition. This in turn could leave schools scrambling to address a teacher &quot;shortage&quot; at the very time they are trying to help students recover from the COVID pandemic. But, so far at least, data from a number of states and large cities suggest that fewer teachers left the profession in 2020 than in normal years. This brief uses data from more than three decades of administrative data on the entire teaching workforce in Washington state to analyze the degree to which variation in teacher turnover for individual schools and school types relative to variation over time that may be connected to economic conditions is observed. The authors examine two reasons that teachers leave their (public) school teaching positions: (1) &quot;mobility,&quot; which tracks teachers who leave one public school, but end up employed in a teaching position in another (Washington) public school; and (2) &quot;attrition,&quot; which tracks teachers who leave public school teaching in Washington entirely. The focus is on both of these types of turnover because both are connected to the ability of individual schools and districts to staff their classrooms, and prior work has connected both attrition and mobility to the characteristics of schools and districts.
Communities at the Forefront: Elevating Girls&apos; Sports through Local Programs
Author: Powers, Stacie R.
Date: 2020-10-00
Type: Reports - Research
Subjects: Womens Athletics,Females,African Americans,Hispanic Americans,Grants,Participation,Persistence,Community Programs,Recruitment,Leadership,Gender Bias,Program Effectiveness,Youth Programs,Barriers,Attitudes,Behavior,Academic Achievement,Correlation,Capacity Building,Geographic Regions

In October 2014, the Women's Sports Foundation (WSF), and espnW co-founded &quot;Sports 4 Life&quot;, a national grant program to increase participation and retention of African American and Hispanic girls in sports, especially in under-resourced communities. These grants are intended to help small and mid-size organizations in all 50 states create or expand sustainable developmental sports programming for girls in middle and high school, as well as provide high-quality sports programming to foster strong recruitment and retention of African American and Hispanic girls. The program also seeks to create leadership opportunities and increase public awareness to address disparities in girls' access to sports. This report presents findings from data collected over the last five years from the Women's Sports Foundation's Sports 4 Life grantees. The Sports 4 Life evaluation team developed several research tools customized to measure strength in the key objectives identified by the national and regional initiatives, and to examine these objectives from the perspectives of multiple stakeholders--the girls who participate, their program leaders, and community stakeholders. These tools, combined with qualitative data drawn from interviews, think tanks that brought together regional partners and the WSF to identify key regional priorities, and open-ended survey questions, provide a robust account of Sports 4 Life's contributions to the field of positive sports youth development.
Reforming Connecticut&apos;s Education Aid Formula to Achieve Equity and Adequacy across School Districts. Research Report 21-1
Author: Zhao, Bo
Date: 2021-02-00
Type: Reports - Research
Subjects: State Aid,Funding Formulas,School Districts,Elementary Secondary Education,Educational Equity (Finance),Educational Finance,Finance Reform,Costs,Public Education

Connecticut's public K-12 education system relies heavily on local funding, resulting in substantial disparities between affluent districts and low-income districts with a large proportion of socioeconomically disadvantaged students who are more costly to educate. Despite recent improvements, the existing state aid formula has been criticized for failing to provide sufficient funding to districts with the fewest resources and the highest education costs. To help improve state aid distribution, this report estimates a &quot;cost-capacity gap,&quot; which measures the difference between a district's education cost and revenue capacity and uses it as an indicator of the district's need for state education aid. The analysis shows large disparities in the cost-capacity gap across the state. While districts with larger gaps, on average, receive more per-pupil state aid under the current formula compared with smaller-gap districts, the largest-gap districts still receive less aid than they need to close their cost-capacity gaps. As a result, inequity and inadequacy remain in the state's education finance system. To improve the state aid distribution, this report introduces five gap-based formulas. The policy simulations show that by using these gap-based formulas instead of the existing formula the state can target education aid more effectively to school districts with greater need for financial assistance.
GPE 2025 Strategic Plan
Author: Global Partnership for Education (GPE)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Educational Change,Partnerships in Education,Global Approach,Equal Education,Access to Education,Sex Fairness,Developing Nations,Sustainable Development,Inclusion,Organizational Objectives,Educational Planning,Educational Policy,Educational Finance,Capacity Building

Driving education system transformation is at the heart of how GPE works and GPE 2025 will help partner countries achieve change by leveraging global and national relationships in support of their priority reforms and activities. GPE 2025 is the strategic plan for the partnership covering five years, 2021 to 2025. The plan is aligned with and directly addresses SDG 4. Its main goal is to accelerate access, learning outcomes and gender equality through equitable, inclusive, and resilient education systems fit for the 21st century. It outlines 3 objectives that the partnership will pursue over the 5-year period: (1) Strengthen gender-responsive planning and policy development for system-wide impact; (2) Mobilize coordinated action and financing to enable transformative change; and (3) Strengthen capacity, adapt, and learn, to implement and drive results at scale. These 3 country-level objectives are supported by a enabling, global objective: to mobilize global and national partners and resources for sustainable results. [Forewords written by Julia Gillard, Serigne Mbaye Thiam, and Alice Albright. For &quot;GPE 2020: Improving Learning and Equity through Stronger Education Systems. Strategic Plan 2016-2020,&quot; see ED566670.]
GPE&apos;s Support for Quality Teaching
Author: Global Partnership for Education (GPE)
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Educational Quality,Teacher Effectiveness,Educational Finance,Financial Support,Grants,Foreign Countries,Elementary Secondary Education

GPE helps partner countries improve the quality of education by empowering teachers and ensuring they are well trained, qualified and motivated. Quality teaching is a priority area in GPE 2025, the partnership's strategic plan, which highlights the critical role of teachings in building effective and efficient education systems. [For &quot;GPE 2025 Strategic Plan,&quot; see ED615040.]
Business &amp; Private Foundations: Partnering with GPE
Author: Global Partnership for Education (GPE)
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Private Financial Support,Partnerships in Education,Educational Finance,Educational Change,Low Income,Foreign Countries

The business and foundation communities are a vital part of GPE, bringing in-kind strategic capabilities and philanthropic financial co-investment to the drive to transform education systems in lower-income countries.
Aligning Funding with National Systems
Author: Global Partnership for Education (GPE)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Alignment (Education),Educational Change,Foreign Countries

GPE promotes alignment of aid with partner countries' systems as part of its commitment to transform education systems and better mobilize resources for sustainable results. Our new operating model helps identify opportunities for greater alignment as part of requirements for the development of partnership compacts.
Research Review: Educational Technologies and Their Impact on Student Success for Racial and Ethnic Groups of Interest
Author: Joosten, Tanya
Date: 2021-05-00
Type: Information Analyses
Subjects: Educational Research,Educational Technology,Academic Achievement,Access to Education,College Students,Minority Group Students,Instructional Effectiveness,Teaching Methods,Equal Education,College Faculty,Teacher Attitudes,Literature Reviews,Online Courses

The purpose of the review is to identify institutional, instructional, and learning practices mediated by educational technology that positively influence the success of certain racial and ethnic groups of American students, including students who identify as Black, African American, Hispanic, Latinx, Latino or Latina, American Indian, Alaskan Native, Indigenous American, Native Hawaiian, or Pacific Islander. The rationale for the review is to better understand what recent and relevant research-based practices in the educational technology field can be replicated and scaled across postsecondary education in the United States (U.S.) to create equitable and inclusive learning experiences. The objective of this research is the identification of practices and/or interventions that are positively influencing student outcomes (e.g., access, learning, grades, course completion, satisfaction, persistence, and others) for the population of interest to encourage implementation across the WCET community. [This report was co-produced by the National Research Center for Distance Education and Technological Advancements (DETA).]
Teen Sport in America, Part II: Her Participation Matters. A Women&apos;s Sports Foundation Research Report
Author: Zarrett, Nicole
Date: 2021-04-00
Type: Reports - Research
Subjects: Adolescents,Females,Athletics,Participation,Well Being,Physical Health,Mental Health,Academic Achievement,Health Behavior,Persistence,Physical Activity Level,Substance Abuse,Measurement,Racial Differences,Ethnicity,Socioeconomic Status,Geographic Location,Urban Areas,Rural Areas,Suburbs,Grade 8,Grade 12,Secondary School Students,Team Sports,Eating Habits,Nutrition,Grade 10,Womens Athletics

This report is an extension of the 2018 report, &quot;Teen Sport in America: Why Participation Matters Report&quot; which set out to identify the health, academic, and psychological benefits that teen girls obtain on a sport-by-sport basis. The original 2018 Teen Sport report provided evidence of the important role that sports can play in promoting positive development among a large national sample of teens in high school. However, the report did not take into consideration how girls fare from their sport participation specifically. This current report sets out to examine the ways in which sports participation is related to positive teen girls' well-being. It looks at across a number of positive outcomes of well-being to get a more informed profile of the influence of sports participation on teen girls' health, academic achievement, and psychological well-being. The authors also considered differences by (1) the number of sports in which girls participated; and (2) by type of sport. This involved a close examination of the strengths and challenges of each of the 20 most popular teen sports in the United States for promoting teen girls' well-being across a wide range of important behaviors and outcomes within health, academic achievement, and psychological well-being. [For the 2018 report, see ED588346.]
Middle School Stakeholder Perceptions of School Nutrition Reform since the Healthy, Hunger-Free Kids Act of 2010
Author: Evans, Retta R.
Date: 2021-08-04
Type: Reports - Research
Subjects: Federal Legislation,Child Health,Nutrition,Middle School Students,Middle School Teachers,Principals,Teacher Attitudes,Administrator Attitudes,Decision Making,Food Service,School Nurses,Educational Change,Barriers

Background: School nutrition reform continues to be of interest to many due to the potential for widespread benefits for students who eat at school. however, disparities still exist in implementing the mandates resulting from the 2010 Healthy, Hunger-Free Kids Act. Purpose: The purpose of this study was to investigate middle school stakeholders' perspectives on the school food environment since the initiation of school nutrition reform. Methods: Stakeholders from 14 public middle schools participated in interviews on topics related to school nutrition reform. Results: Major themes included benefits, barriers and recommendations to improve the food environment. reciprocal determinism provided a framework for understanding the interactions of behavior, the environment and personal factors affecting the implementation of school nutrition reform. Discussion: Key informants felt that if schools had more flexibility and decision-making power in what school nutrition reform looked like for their particular community, the program would be more successful. Translation to Health Education Practice: Insights from this investigation emphasize the interaction of the home and school environment, on personal and behavioral factors of students. for reform to be successful, schools must involve stakeholders, use local resources, and conduct periodic needs assessment to determine the appropriate strategies to improve the school food environment. [This is the online version of an article published in &quot;American Journal of Health Education.&quot; For the final published version of this article, see?EJ1310660.]
A Call to Action: With No Updates to OCR Discipline Guidance since 2014, the Opportunity to Address Inequities for Students with Disabilities Is Now
Author: The Center for Learner Equity
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Equal Education,Students with Disabilities,Guidance,Discipline Policy,Racial Bias,Social Bias

In 2016, the federal government rescinded a 2014 disciplinary guidance package that had served as a much-needed resource to schools and districts across the country, a decision that the Center for Learner Equity (CLE) opposed. As documented in a 2019 CLE analysis, disciplinary removals cause students with disabilities to lose instructional time nearly twice as much as their peers without disabilities and slightly higher at charter schools compared to traditional schools nationwide. The disproportionality is even more pronounced when disability and race are factored together. In this call to action, the Office for Civil Rights (OCR) needs to issue new comprehensive guidance that advances equity for all students, especially those with disabilities. Guidance should ensure districts and schools stop using harmful exclusionary practices, including suspensions, expulsions, and seclusions, in lieu of individualized supports and services that address and ameliorate the behavioral needs of students with disabilities. [For the 2019 report, &quot;Key Trends in Special Education in Charter Schools in 2015-2016: Secondary Analysis of the Civil Rights Data Collection,&quot; see ED604728. The report is from the National Center for Special Education in Charter Schools, the former name of the Center for Learner Equity.]
Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment
Author: Page, Ella
Date: 2021-08-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Achievement Gains,Well Being,Social Influences,Emotional Response,Teacher Role,Educational Needs,Mental Health,At Risk Students,Intervention,Health Promotion,Elementary Secondary Education,Teacher Competencies,21st Century Skills,Technological Literacy,Foreign Countries,Natural Disasters,Socioeconomic Influences,War,Conflict,Access to Education,Access to Computers,Research

As schools begin reopening around the world, education systems are faced with the challenge of mitigating learning lost during the pandemic, designing and implementing remedial or accelerated learning programmes, remote learning and next year's curriculum. Effective teachers are a crucial part of supporting learning recovery. School closure during COVID-19 has left many teachers uncertain about their role, worried about their working conditions and their health, safety and wellbeing, unable to use technology effectively, and unprepared for classroom challenges when schools reopen. Teachers will need to respond to students' academic losses (and gains), but also to their socio-emotional wellbeing. United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Development Trust have undertaken this study to provide information to help teachers, schools and governments understand how to support teachers to best support students as they return to school. This research is designed to allow to focus on the available existing evidence, and focuses on the most marginalised students and include research from previous crisis and disaster contexts to examine broadly what is know about actions to mitigate and recover learning loss, not just related to the current global pandemic but in a broader sense. The key research questions for this Rapid Evidence Assessment (REA) are grouped into two sections. Firstly, questions about learning loss, gain and impact on student wellbeing. The second group of questions focus on the experience of teachers and the literature around the skills and support required for teachers to recover learning and wellbeing themselves and in students as they return to school. The REA is a companion to a review of policy and grey literature which focuses more on commentary and guidance literature. These papers are the first stage in a wider research project which will look at how teachers support learning recovery post COVID-19. [For &quot;Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature,&quot; see ED615067.]
Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature
Author: Ndaruhutse, Susy
Date: 2021-08-00
Type: Information Analyses
Subjects: COVID-19,Pandemics,School Closing,Achievement Gains,Well Being,Social Influences,Emotional Response,Student Needs,Teacher Role,Educational Needs,Mental Health,At Risk Students,Intervention,Health Promotion,Educational Technology,Technology Uses in Education,Teacher Competencies,Government Role,Elementary Secondary Education,Foreign Countries,Research,Tutoring,Dropout Prevention,Educational Policy

COVID-19 has caused considerable disruption to education around the world. Disadvantaged and marginalised learners are being particularly hard hit. Naturally, throughout the pandemic, the focus of much attention has been on how to open schools safely with a preoccupation with the hygiene and social distancing considerations. A shift is noticeable and welcome. With schools in many jurisdictions reopening partially or fully there is a growing interest in the immensely important area of recovering the lost learning that has occurred while learners have been away from face-to-face education. This report documents an analysis of policy and grey literature. It is one output from the first phase of our collaboration and links are made to two other outputs: (1) A rapid evidence assessment (REA) of the academic literature; and (2) An overarching summary paper drawing out key messages and introducing the next phase of the collaboration. [This report is written with assistance from Anna Riggall, Ella Page, Elnaz Kashefpakdel and Sonia Guerriero. For the companion report, &quot;Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment,&quot; see ED615066.]