ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Dual Enrollment in Florida: Effects on College Outcomes by Race/Ethnicity and Course Modality. Summary Research Report
Author: Liu, Vivian Yuen Ting
Date: 2020-10-00
Type: Reports - Research
Subjects: Dual Enrollment,Community Colleges,High School Students,Racial Differences,Ethnicity,Conventional Instruction,Online Courses,Gender Differences,Socioeconomic Status,Equal Education,Student Characteristics,Academic Persistence,Educational Attainment,College Attendance,Limited English Speaking,Grades (Scholastic)

This report presents findings on the relationship between taking community college dual enrollment courses--in which high school students earn high school and college credits simultaneously--and college outcomes among Florida public high school students. It analyses dual enrollment course-taking by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off-campus, and online). The report includes (1) a descriptive analysis of the demographic characteristics and outcomes of dual enrollment participants and (2) multivariate regression analyses of the associations between dual enrollment participation and college outcomes, controlling for a rich set of student and school characteristics. The analyses use transcript-level unit record data on two cohorts of Florida students who started public high school in 2007 and 2012 and were tracked through high school and into Florida state colleges (community colleges) and universities. We find that Florida high school students who took dual enrollment courses were more likely to be White, female, and from more affluent backgrounds than those who did not take dual enrollment courses. We also find that taking dual enrollment courses is associated with better college outcomes for all racial/ethnic groups considered, and that the effects of dual enrollment are mediated by course modality, such that taking courses online is associated with slightly smaller benefits than taking courses face-to-face.
A New COVID-19 Data Source for Answering Emerging Pandemic Questions. The Evidence Project at CRPE
Author: Cohodes, Sarah
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Information Management,Access to Information,Information Sources,Enrollment Trends,Charter Schools,Traditional Schools,Institutional Characteristics,Delivery Systems,School Districts,Policy,Databases

When it comes to understanding what happened in the 2020-21 school year, the relatively new COVID-19 School Data Hub is an easy to use tool, and one of the few school closure trackers with information at the school, rather than the school district level. The COVID-19 School Data Hub can be used to understand how the pandemic influenced learning mode in schools during the 2020-21 school year, with school level data on learning modes for 36 states, using verified information from state departments of education. Many may use it for the quick, visual representation of school modality on the front page. But the data hub offers much more. The data hub coordinates school- and district-level data on learning mode by state, including enrollment by learning mode and COVID-19 case counts for students and teachers. This brief includes one example of how to use these data, as well as how they compare to other similar US databases.
Usability, Accessibility, and Accommodations Guidelines
Author: Smarter Balanced Assessment Consortium
Date: 2021-07-01
Type: Guides - Non-Classroom
Subjects: Usability,Accessibility (for Disabled),Testing Accommodations,Students with Disabilities,English Language Learners,Student Evaluation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,Evaluation Methods

The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English Learners (ELs), students with disabilities, and ELs with disabilities, but not limited to those groups. In the process of developing its next-generation assessments to measure students' knowledge and skills as they progress toward college and career readiness, Smarter Balanced recognized that the validity of assessment results depends on each and every student having appropriate universal tools, designated supports, and accommodations when needed based on the constructs being measured by the assessment. This document was developed for the Smarter Balanced members to guide the selection and administration of universal tools, designated supports, and accommodations. The Smarter Balanced Assessment Consortium's &quot;Usability, Accessibility, and Accommodations Guidelines&quot; are intended for district- and school-level personnel and decision-making teams, particularly Individualized Education Program (IEP) teams, as they prepare for and implement the Smarter Balanced assessment. The &quot;Smarter Balanced Guidelines&quot; apply to all students. They emphasize an individualized approach to the implementation of assessment practices for those students who have diverse needs and participate in large-scale content assessments. This document focuses on universal tools, designated supports, and accommodations for the Smarter Balanced content assessments of English language arts (ELA)/literacy and mathematics (math). [For the 2020 edition, see ED606437.]
Supporting Self-Determination. Autism At-a-Glance
Author: Dickerson, L.
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,Adolescents,Young Adults,Family Role,School Personnel,Role,Self Determination,Goal Orientation,Self Concept,Decision Making,Self Advocacy,Problem Solving,Self Management,Competence,Personal Autonomy,Skill Development,Secondary School Students

&quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to adolescents and young adults with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support practitioners and family members in promoting self-determination for adolescents and young adults on the autism spectrum.
Family Engagement Reimagined: Innovations Strengthening Family-School Connections to Help Students Thrive
Author: Charania, Mahnaz R.
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Family Involvement,Educational Innovation,Family School Relationship,Educational Change,Academic Achievement,Well Being,Technology Uses in Education,Electronic Learning,Post High School Guidance,Social Capital

As they adopt and adapt emerging approaches, K-12 leaders have a tremendous opportunity to activate the latent social capital within families to improve students' experiences and outcomes. Whether they succeed depends on where and how schools activate family networks, and for what purposes. This paper details five emerging opportunities for leaders to explore: (1) leveraging technology tools to foster connections and build trust with families can dramatically improve the quality of partnership between families and schools; (2) designing family engagement efforts that support families alongside students can deliver long-term social capital gains for students; (3) enlisting families as partners within students' learning ecosystems can open up access to extracurricular, postsecondary, and career pathways that can be difficult to achieve otherwise, particularly for under-resourced students; (4) connecting families to one another can create more accessible; and affordable, and flexible options for scaling student support; and (5) integrating metrics to gauge the quality of family-school interactions within existing data dashboards can be a game-changer for driving student success. The innovative tools and models highlighted in this paper reflect the fact that it's networks--not just grades and degrees--that are needed to ensure students' wellbeing, academic growth, and expanded career options. As part of these networks, families are an inherent and requisite resource for schools committed to meeting the complex needs of present and future generations in a rapidly changing world.
From Insights to Action: Redefining State Efforts to Support Social and Emotional Learning. CSI Emerging Insights Brief
Author: Yoder, Nick
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,State Policy,State Departments of Education,Adult Education,Preschool Education,Elementary Secondary Education,Higher Education,Educational Cooperation,Educational Planning,Data Use,Program Improvement

Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. This report updates the original June 2018 &quot;Emerging Insights&quot; report and shares recent innovations and advancements in the ways states are advancing statewide SEL. In this brief, the authors highlight the ways state education agencies (SEAs) have developed policies and practices to promote systemic SEL within states and across their districts and schools. Specifically, they first provide information about the Collaborative for Academic, Social, and Emotional Learning's (CASEL's) Collaborating States Initiative (CSI) and the progress of state teams. Second, the authors provide descriptive and state examples for each activity within the four focus areas of CASEL's state theory of action: build foundational support and plan for SEL, strengthen adult SEL competencies and capacities; promote student SEL; and reflect on data for continuous improvement. [For the original report, &quot;Emerging Insights from States' Efforts to Strengthen Social and Emotional Learning,&quot; see ED586404.]
2022 Pro-Kid Policy Agenda for California
Author: Children Now
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Equal Education,Educational Quality,Accountability,Minority Group Children,Access to Education,Poverty,Early Childhood Education,Access to Health Care,Prevention,Wellness,Substance Abuse,Dental Health,Nutrition,Child Care,Preschool Education,Bilingual Education,English Language Learners,College Readiness,Career Readiness,STEM Education,Distance Education,Attendance,Trauma,Foster Care,Health Education,Sex Education,Housing,Juvenile Justice,Civics

The &quot;2022 Pro-Kid Policy Agenda&quot; for California is the comprehensive state-level roadmap to ensure that all children have the necessary services and supports to reach their full potential. California has an obligation to end systemic injustices that create barriers to kids of color, as well as kids living in poverty, undocumented kids, and kids in the foster care system, from growing up healthy and ready for college, career, and civic life. This work has only become more urgent as the ongoing COVID-19 pandemic continues to have a disproportionate impact on the lives of California's kids, especially children of color. Children and youth are increasingly experiencing stress, social isolation, and disconnectedness, and youth mental health issues have reached crisis proportions. In addition, the learning loss and lack of preventive health care because of the pandemic threatens this entire generation of children. Policymakers are urged to use the &quot;Pro-Kid Agenda&quot; as a guide to take long overdue action now to ensure California's systems for children are equitable, well-funded, high-quality, and accountable to kids' success. Doing right by all kids is not only the right thing to do, but it is also essential to California's future and ability to thrive. California's continued economic growth and strong democracy is dependent on a healthy and educated workforce. State policymakers need to make smart, strategic, and quality investments in California's children to address poverty and close the widening income divide. Working together, policymakers can build a California where all children have the chance to live out their dreams. The &quot;Pro-Kid Agenda&quot; can help get there. The &quot;Agenda&quot; was compiled by Children Now, California's whole-child research, policy development, communications, network building, and advocacy organization that covers the full range of children's issues prenatal to age 26, including early learning and development, K-12 and higher education, health, family and economic supports, and child welfare. The organization plays a lead role in more than 90 coalitions across the state and coordinates The Children's Movement of California, a network of more than 4,600 diverse organizations statewide, ranging from direct service, business, labor, youth, and parent organizations to civil rights- and community-based groups. [For &quot;2021 Pro-Kid Policy Agenda for California,&quot; see ED610739.]
Unprecedented and Unmasked: An Analysis of How District Policy Documents Frame Special Education during the COVID-19 Crisis
Author: Woulfin, Sarah L.
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Educational Policy,Board of Education Policy,Special Education,COVID-19,Pandemics,Policy Analysis,Students with Disabilities,Equal Education

COVID-19 school closures disrupted special education in numerous ways. During the summer of 2020, district leaders across the U.S. developed reopening plans; these plans addressed special education and a constellation of other elements of schooling, such as remote learning schedules and health protocols. By fall 2020, educational leaders sought to reopen schools and continue serving students with disabilities. These leaders published reopening documents that contained messages on priorities for special education policy and practice. Taking seriously issues at the nexus of special education and district leadership, the authors analyzed reopening documents from the 25 largest U.S. public school districts to understand district-level messaging in the 2020-21 school year. This analysis highlights how districts strategically communicate problems and solutions associated with special education. The authors share recommendations for research and practice on special education implementation throughout phases of the pandemic. [This report was produced by the Evidence Project at Center on Reinventing Public Education (CRPE).]
Personalizing Learning with Digital Devices. Tools for Teachers
Author: Hunsinger-Hoff, Susan
Date: 2016-00-00
Type: Guides - Classroom - Teacher
Subjects: Educational Technology,Technology Uses in Education,Flipped Classroom,Student Projects,Internet,Technological Literacy,Handheld Devices,Telecommunications,Elementary Secondary Education,Student Evaluation,Individualized Instruction,Student Characteristics,21st Century Skills,Teacher Student Relationship

This guide provides a trove of information on digital tools and practical examples that educators can use in classrooms both to create a personalized learning environment for students and to focus that learning on skills needed for success in the 21st century. Based on research (Redding, 2012) and U.S. Department of Education policy (2010), the guide rests on the idea that personalized learning, that is, learning tailored to each student, who is also closely involved in directing his or her own learning pathways, is a key to better student outcomes. Such tailoring makes, at least, the time, place, and pace of learning dependent on student needs and preferences, and digital devices make this kind of personalization a realizable goal for educators. Fundamentally, the guide understands that tailored, personalized learning can not be realized unless teachers know their students well--their interests, their prior experience and learning, and what motivates them. Consequently, the first two sections of the guide are devoted to showing how teachers and students can come to know one another better; each section lists applications that help students explore and express themselves and apps that provide teachers insight into students' self-perceptions. In the third and fourth sections, the guide advocates flipped classrooms and project-based learning as models that can take advantage of digital learning in the drive to personalization; it provides narratives that show these two models in practice in real classrooms and lists digital resources relevant to practice. In positing that digital tools can help achieve these ends, the guide recognizes that students need appropriate technological skills, so the fifth section addresses &quot;Internet literacy.&quot; This fifth section lists websites and apps that promote facility with digital learning appropriate to specified student grade levels. All of these sections also consider the ways digital tools can enhance students' learning of 21st-century skills, the skills that students need to develop in order to succeed in the information age. But it is the fifth and following sections that are particularly devoted to demonstrating how those skills might be developed through digital media in various grade levels. The guide concludes with a section on the use of digital devices in assessment and is addressed to teachers.
Toward Better Family and Educator Engagement: Lessons from COVID Relief Dollars
Author: Heyward, Georgia
Date: 2021-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Federal Aid,Parent Attitudes,Teacher Attitudes,High Schools,Communication Problems,Social Behavior,Educational Improvement,Economic Impact,Resource Allocation,Needs Assessment,Empowerment,Participative Decision Making

Despite decades of research that points to the importance of family and staff engagement, the average school district in the United States is not designed to empower families and teachers to shape school improvement. The COVID-19 pandemic offers an opportunity to change that. Pandemic-fueled disruption helped seed ideas with families and educators about how to improve schools, and stimulus funding requirements for public input gave them an opportunity to communicate their vision as part of historic federal investments in K-12 education. Between January 2020 and September 2021, the Center on Reinventing Public Education (CRPE) conducted interviews with parents and teachers in four New England high schools and analyzed district communication in 86 New England school systems. Echoing national trends, few school systems communicated their plans to engage families and educators around stimulus investments. Where they existed, engagement strategies were often inequitable and failed to give families and teachers the support they needed to offer actionable input. School systems interested in better approaches to engaging the public must not start from scratch. Past experiences of including educators, families, and communities in the work of school improvement offers many lessons and suggests new, creative strategies worth trying.
Pods in Action: My Reflection Matters. A Virtual Village Where BIPOC Families &quot;Unschool&quot; Together
Author: King, Melissa Steel
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Racial Bias,Minority Group Students,Parent Attitudes,Educational Innovation,Nontraditional Education,Student Centered Learning,Program Effectiveness,Technology Uses in Education,Empowerment,Social Support Groups,Culturally Relevant Education

In 2020, twin forces inspired large numbers of U.S. families of color to look outside traditional schools for their children's education. First, as the COVID-19 pandemic caused schools to shift in and out of virtual or hybrid instruction, many parents looked for other options because they were concerned about keeping their children safe or were dissatisfied with the quality of instruction. At the same time, the racial reckoning that followed the murder of George Floyd sparked a national conversation about systemic racism. For many parents of color, this included questions about whether it would be healthier for their child to be educated outside a system they viewed as replicating injustices. The My Reflection Matters (MRM) Village provided the answer that some of those parents were seeking. MRM Village is a nationwide, virtual network of parents, students, and educators, formed with a mission to &quot;cultivate a space that provides the supports, conversations, and healing required to decolonize adults' beliefs and practices around learning and parenting in order to raise free people.&quot; Initially an in-person, local organization, MRM launched its virtual &quot;Village&quot; platform in August 2020 to connect and support primarily Black, Indigenous, and People of Color (BIPOC) families. By summer 2021, MRM Village had amassed a membership of more than 600 parents, students, and educators across North America seeking a radically different, identity-affirming alternative to traditional schooling. This report provides an overview of MRM, which has provided an innovative unschooling environment that provides a safe, affirming space; allows for parents and students to take ownership over learning; and frees participants from systems rooted in systemic racism.
Emerging Insights on Advancing Social and Emotional Learning (SEL) as a Lever for Equity and Excellence
Author: Schlund, Justina
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Equal Education,School Districts,Elementary Secondary Education,Power Structure,Outcomes of Education,Educational Policy,Student Centered Learning,Adult Learning,Cultural Awareness,Cultural Background,Student Characteristics,Student Attitudes,Personal Autonomy,Family School Relationship,Culturally Relevant Education,Reflection,Educational Practices,Partnerships in Education,Faculty Development

As school systems across the country continue to wrestle with persistent inequities in students' opportunities and outcomes, they are exploring how SEL [Social and Emotional Learning] can be used as a lever to advance equity. They are asking questions such as: How can we help individuals, groups, and institutions examine and interrupt inequitable policies and practices? How can we create opportunities for students, families, and educators to co-construct more inclusive, student-centered school environments? How can we reveal and nurture the interests, talents, and contributions of children, youth, and adults from diverse backgrounds? This report, developed with extensive support from school districts in our Equity Work Group, offers five emerging insights: (1) explicitly position and communicate about SEL as a lever for equity; (2) prioritize adult learning and critical reflection about their own social, emotional, and cultural competencies; (3) elevate students' cultural assets, voice, and agency; partner authentically with families and communities to develop culturally responsive approaches to SEL; and (5) establish SEL data strategies that help to share power, dismantle inequities, and build more equitable learning environments. For each of these insights, we provide: (1) examples of current practices that CASEL's [Collaborative for Academic, Social, and Emotional Learning's] district partners are using to drive this effort; (2) additional considerations and reflection questions to guide schools and districts in equity-focused SEL implementation; and (3) potential continuous improvement and research questions to help inform action research agendas for systematically testing these emerging insights to create a more robust evidence base.