ethanporcaro/eric-fulltext-meta huggingface dataset:
PISA 2018 Additional Analyses: What Differentiates Disadvantaged Pupils Who Do Well in PISA from Those Who Do Not?
Author: Classick, Rachel
Date: 2021-02-00
Type: Reports - Research
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Academic Achievement,Economically Disadvantaged,Low Income Students,Reading Achievement,Mathematics Achievement,Science Achievement,Comparative Education,Resilience (Psychology),High Achievement,Student Attitudes,Barriers,Scores

Differences in achievement between disadvantaged pupils and their more advantaged peers are a focus for policy in all parts of the UK. A gap in educational outcomes between pupils from less-affluent backgrounds compared to their peers is evident by the time they start school and only widens as they move through the school years. In 2018, nearly 80 countries participated in the Programme for International Student Assessment (PISA). PISA assesses 15 year olds' proficiency in reading, maths and science and collects data on a wealth of background factors via questionnaires from pupils, teachers and school leaders. This provides a unique opportunity to explore the impact of disadvantage on pupils from an international perspective, as well as a comparison across England, Northern Ireland and Wales on the devolved matter of education. This report focuses on reading, mathematics and science performance in PISA to answer three questions: (1) How well are England, Wales and Northern Ireland doing at supporting the reading, maths and science performance of disadvantaged pupils compared with other countries, and has this changed over time? (2) How do resilient pupils' (high-achieving, disadvantaged pupils') attitudes differ from low-performing pupils' from similar backgrounds and similarly performing pupils' from more advantaged backgrounds? and (3) In what circumstances do disadvantaged pupils tend to overcome barriers to perform better, and are there lessons that can be applied more widely? [For the research brief, see ED612577.]
Ensuring Equitable Postsecondary Value: An Action Agenda
Author: Postsecondary Value Commission
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Access to Education,Student Costs,Graduation,Data Use,Social Justice,Minority Group Students,Females,Low Income Students,Equal Education,Postsecondary Education

The &quot;action agenda&quot; is a key deliverable for the Postsecondary Value Commission that outlines policies and practices that institutional leaders, federal policymakers, and state policymakers should implement to address systemic barriers that prevent Black, Latinx, Indigenous, and AAPI students, students from low-income backgrounds, and women from reaping equitable returns from postsecondary education and achieving economic and social mobility. The action agenda also provides key questions that students and families should expect institutions to answer related to postsecondary value. These recommendations are organized around five key focus areas: (1) Equalize Access to Increase Postsecondary Value; (2) Remove Affordability as an Impediment to Postsecondary Value; (3) Eliminate Completion Gaps and Strengthen Post-College Outcomes to Ensure Postsecondary Value; (4) Improve Data to Expose and Address Inequitable Postsecondary Value; and (5) Promote Social Justice by Providing Equitable Postsecondary Value. This action agenda is meant to help each stakeholder group identify and correct inequitable postsecondary practices through direct policy and practice changes that will lead to a more just world. It also seeks to inspire stakeholders to work together to share information, align systems, scale best practices, and rebuild the postsecondary system as an instrument for dismantling systemic racial, socioeconomic, and gender-based inequities.
Region 1 Comprehensive Center Reimagining Education Series: Strategies for Innovative Systems Change
Author: Huckle, Erin
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Educational Strategies,Change Strategies,Educational Change,Evidence Based Practice,College Readiness,Career Readiness,COVID-19,Pandemics,Acceleration (Education),Distance Education,Work Experience Programs,Vocational Education,College Credits,Alternative Assessment,Student Evaluation,Performance Based Assessment,Formative Evaluation,Student Centered Learning

To support Region 1 stakeholders in reimagining education, this paper series spotlights innovative and evidence-based education strategies that hold the potential to transform student experiences, leading to additional choices, deeper engagement, and increased preparation for students' postsecondary opportunities. These strategies are rooted in priority initiatives across the Region 1 states, and each paper highlights existing work within the region while providing suggestions to accelerate innovations. Each paper in this series provides information about one of the three strategies. These short papers: (1) Explain why the topic is critical for education now; (2) Summarize existing research and evidence related to supporting student outcomes, challenges, and connections to remote and hybrid learning contexts; (3) Highlight examples from Region 1 schools and states that have successfully implemented or expanded related strategies; and (4) Outline action steps that educators, schools, and policymakers can take to adopt or sustain these strategies. This introductory paper briefly summarizes each of the three papers in the series: (1) College and career pathways to advance equity and opportunity (ED612760); (2) Approaches for assessing student learning (ED612765); and (3) Strategies for student-directed learning (ED615829).
Ethnic Studies Legislation: State Scan
Author: Kwon, Sylvia
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Ethnic Studies,Educational Legislation,State Legislation,Elementary Secondary Education,Integrated Curriculum,Educational Policy,State Policy,School Law,Academic Standards

Over the years, as states have sought to incorporate more inclusive and relevant academic standards and curriculum for K-12 students, they have interpreted ethnic studies in both broad and narrow terms. While most states use the term ethnic studies to describe their efforts to incorporate the knowledge and perspectives of traditionally excluded groups, some prefer multicultural education or diversity studies. As part of its mission to support and enhance the capacity of state, local, and regional agencies to improve education outcomes for all students, the Region 15 Comprehensive Center produced this scan to generate understanding of relevant legislative efforts across the country. To that end, it summarizes recent legislative initiatives--those between February 2019 and January 2021--that require ethnic studies to be incorporated in the K-12 standards or curricula in 19 states (i.e., California, Connecticut, Illinois, Indiana, Kansas, Kentucky, Louisiana, Massachusetts, Michigan, Mississippi, Nevada, New Mexico, Oklahoma, Oregon, Texas, Vermont, Virginia, Washington, and Wisconsin) and the District of Columbia.
Oregon Statewide Report Card, 2019-2020. An Annual Report to the Legislature on Oregon Public Schools
Author: Oregon Department of Education
Date: 2020-11-20
Type: Reports - Evaluative
Subjects: Public Schools,Graduation Rate,Dropout Rate,Early Childhood Education,Attendance,Student Characteristics,Educational Finance,Charter Schools,Nontraditional Education,School Personnel,Enrollment,School Funds,Elementary Secondary Education,Federal Legislation,Educational Legislation,Accountability,Academic Achievement,National Competency Tests,Low Income Students,Special Education,Gifted Education,Graduation Requirements,Student Diversity,Diversity (Faculty),Teacher Characteristics,Equal Education,Racial Bias,Homeless People

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Statewide Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students and families and creates a clear, complete and factual picture of the state of education in Oregon. The 2019-2020 State Report Card includes: (1) Student demographics and information on specific student groups; (2) Staff information; (3) Education initiatives rooted in equity and racial equity; (4) School funding; (5) Graduation and dropout rates from 2018-19 school year; (6) Early childhood data; (7) Charter school data; and (8) Information on alternative education programs. [For the 2018-2019 report, see ED605053.]
Region 1 Comprehensive Center Reimagining Education Series: Innovative College and Career Pathways to Advance Equity and Opportunity
Author: Huckle, Erin
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Innovation,College Readiness,Career Readiness,Evidence Based Practice,Job Skills,Work Experience Programs,Vocational Education,Acceleration (Education),College Credits,Case Studies,Federal Legislation,Educational Legislation

Disruptions associated with the COVID-19 pandemic introduced opportunities for PK-12 education systems to accelerate evidence-based innovations that may better prepare students to pursue their educational and career goals. Thoughtfully designed pathways--the programs and experiences that students complete to satisfy graduation requirements--can play a key role in reshaping student experiences and outcomes. The negative impact of the pandemic on employment for young workers and workers without college degrees further increases the urgency for schools to build robust student pathways. Career and college pathways that are not typically part of a traditional education trajectory may now take center stage. This paper highlights three evidence-based strategies that, individually or as part of a system of pathways, can support students as they develop marketable workplace skills and prepare for postsecondary educational opportunities. These strategies are as follows: (1) Work-based learning (WBL); (2) Academically rigorous career and technical education (CTE); and (3) Opportunities for accelerated college credit. This paper is organized by strategy and offers a brief description of each strategy, a summary of the evidence supporting the strategy, and common barriers to implementing the strategy. Stakeholders also will find actionable steps for implementation in schools. [For the introductory paper to the Region 1 Comprehensive Center Reimagining Education Series, &quot;Strategies for Innovative Systems Change,&quot; see ED612755.]
Exploring Measures of Justice. The Postsecondary Value Framework
Author: Postsecondary Value Commission
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Outcomes of Education,Minority Group Students,Low Income Students,Females,Equal Education,College Role,Change Agents,Equal Opportunities (Jobs),School Community Relationship

The Postsecondary Value Commission proposes a framework for how institutions and the bodies that govern them can ensure that Black, Latinx, Indigenous, and underrepresented Asian American and Pacific Islander (AAPI) individuals, individuals from low-income backgrounds, and women have equitable opportunities to achieve economic mobility. This report outlines ways in which institutions might measure their own roles as educators of change agents, as equitable employers, and as engaged community members. [For related reports, see ED612730, ED612649, and ED612653.]
District Metrics for Quality Remote/Hybrid Learning: Student Engagement
Author: Region 1 Comprehensive Center
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Distance Education,Blended Learning,Educational Quality,Learner Engagement,Data Collection,Data Analysis,Educational Assessment,Check Lists,Measures (Individuals),Elementary Secondary Education,COVID-19,Pandemics

The COVID-19 pandemic has created an unprecedented challenge for state, district, and school leaders across the country. Whether states and districts mandate or choose an in-person or remote model or a hybrid model, which includes some aspect of virtual learning, ensuring that vulnerable students and teachers have a remote learning option has required that all districts offer a remote learning plan. Because of the newness of these efforts, however, most state, district, and school leaders do not know how to assess their remote learning and hybrid models. The Region 1 and Region 9 Comprehensive Centers (CCs) convened a community of practice (CoP) of school, district, and state leaders from Massachusetts, Illinois, Iowa, and Vermont to tackle this issue by reviewing existing measures of quality identified in research; identifying new measures of quality needed based on current best practice; and developing a framework for state, district, and school leaders to assess the quality of remote and hybrid learning. The CoP examined two remote and hybrid learning constructs that the Region 1 and Region 9 CCs had identified as the highest priority for their stakeholders and the least defined in current frameworks. These constructs included measures for assessing student engagement as well as teacher working conditions and well-being. This document includes the framework and data collection and analysis protocol for student engagement. [For the related report, &quot;District Metrics for Quality Remote/Hybrid Learning: Teacher Working Conditions and Well-Being,&quot; see ED612764.]
District Metrics for Quality Remote/Hybrid Learning: Teacher Working Conditions and Well-Being
Author: Region 1 Comprehensive Center
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Distance Education,Blended Learning,Educational Quality,Data Collection,Data Analysis,Educational Assessment,Check Lists,Measures (Individuals),Elementary Secondary Education,Teaching Conditions,Well Being,COVID-19,Pandemics

The COVID-19 pandemic has created an unprecedented challenge for state, district, and school leaders across the country. Whether states and districts mandate or choose an in-person or remote model or a hybrid model, which includes some aspect of virtual learning, ensuring that vulnerable students and teachers have a remote learning option has required that all districts offer a remote learning plan. Because of the newness of these efforts, however, most state, district, and school leaders do not know how to assess their remote learning and hybrid models. The Region 1 and Region 9 Comprehensive Centers (CCs) convened a community of practice (CoP) of school, district, and state leaders from Massachusetts, Illinois, Iowa, and Vermont to tackle this issue by reviewing existing measures of quality identified in research; identifying new measures of quality needed based on current best practice; and developing a framework for state, district, and school leaders to assess the quality of remote and hybrid learning. The CoP examined two remote and hybrid learning constructs that the Region 1 and Region 9 CCs had identified as the highest priority for their stakeholders and the least defined in current frameworks. These constructs included measures for assessing student engagement as well as teacher working conditions and well-being. This document includes the framework and data collection and analysis protocol for teacher working conditions and well-being. [For the related report, &quot;District Metrics for Quality Remote/Hybrid Learning: Student Engagement,&quot; see ED612763.]
Region 1 Comprehensive Center Reimagining Education Series: Approaches for Assessing Student Learning
Author: Huckle, Erin
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Student Evaluation,COVID-19,Pandemics,Educational Change,Alternative Assessment,Distance Education,Blended Learning,Performance Based Assessment,Formative Evaluation,Authentic Learning

While the COVID-19 pandemic disrupted conventional assessment practices, it offers an opportunity to reconsider the purposes and types of assessment used to evaluate student learning and inform instruction. Cancellation of spring 2020 student assessments and the freezing of school accountability status gave many districts and schools an opportunity to use other measures to assess students during the 2020-21 school year through thoughtful approaches designed to fit new realities, such as remote and hybrid learning. Many teachers opted for alternative assessment options such as student capstones, reflections, or portfolios. Competency- and proficiency-inspired approaches, which prioritize the substance of student work over seat time, complemented remote learning by providing flexibility for students who faced scheduling and technological hurdles. Concerns about unfinished learning focused renewed attention to formative assessment as a strategy to help teachers tailor instruction to students' needs. Parents, educators, policymakers, and other stakeholders can build on recent experiences and use these data to inform instruction -- ultimately focused on promoting deeper learning, skill or competency attainment, flexibility in student progression, and personalization of learning. In this paper, readers can explore three broad and evidence-based approaches to assessing student learning: (1) competency-based and proficiency-based assessment; (2) authentic assessment; and (3) formative assessment. [For the first paper to the Region 1 Comprehensive Center Reimagining Education Series, &quot;Innovative College and Career Pathways to Advance Equity and Opportunity,&quot; see ED612760.]
Illinois Superintendent Peer-to-Peer Focus Groups
Author: Region 9 Comprehensive Center (R9CC)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Superintendents,COVID-19,Pandemics,School Closing,School Districts,Statewide Planning,Peer Relationship,Administrator Attitudes,Barriers,Educational Change,Educational Strategies,Specialists,Evidence Based Practice,Elementary Secondary Education,Kindergarten,Faculty Development,Social Emotional Learning,Grading,Equal Education,Access to Education,Learning Processes,Daily Living Skills

As Illinois schools moved toward reopening during the COVID-19 pandemic, the Illinois Association of Regional Superintendents of Schools (IARSS) identified a need for coordinated statewide COVID-19 forums for district leaders to discuss immediate challenges faced by educators as schools reopened in fall 2020. IARSS and the Illinois State Board of Education (ISBE) wanted opportunities for leaders in districts to have peer-to-peer (P2P) conversations centered on instructional supports during this unprecedented time. The Region 9 Comprehensive Center (R9CC), in partnership with IARSS, established P2P focus groups across the six IARSS service areas in Illinois. The goal of these focus groups was to serve as a timely and useful forum for district leaders to discuss current challenges, share successes, and examine strategies to deal with reopening of schools as well as an opportunity to learn about evidence-based resources to support their school communities. This report shares an overview of each P2P focus group session that highlights the topic and local and national experts who contributed to the conversations. Each topical session overview also includes a set of key takeaways and relevant evidence-based practices to address district and school needs. Additional resources for each topic can be found in the Appendix at the end of this report. [This work was completed in partnership with the Illinois Association of Regional Superintendents of Schools (IARSS).]
Exploring Measures of Wealth. The Postsecondary Value Framework
Author: Postsecondary Value Commission
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Outcomes of Education,Economic Impact,Racial Differences,Equal Education,Family Financial Resources,Debt (Financial),Student Loan Programs,Loan Repayment

The Postsecondary Value Framework sets wealth accumulation as a key indicator of postsecondary value. Postsecondary education's impact on wealth-building is especially salient for students of color, who tend to start a financial step behind their more privileged White counterparts due to the longstanding racial wealth gap. The racial wealth gaps we see today are caused by a confluence of societal factors, some of which are outside of postsecondary education's sphere of influence. Policies and practices that address these racial and socioeconomic inequities in borrowing can help narrow societal gaps in wealth accumulation--and financial stability. This overview on exploring measures of wealth discusses how Fenaba Addo from the University of North Carolina at Chapel Hill used her expertise to investigate the complex and nuanced relationship between wealth and postsecondary education. [For related reports, see ED612737 and ED612727.]
Exploring Measures of Non-Economic Benefits. The Postsecondary Value Framework
Author: Postsecondary Value Commission
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Outcomes of Education,Well Being,Job Skills,College Outcomes Assessment,Equal Education

Economic returns are critical to building a financially secure future and promoting mobility for students. As such, the Postsecondary Value Commission focuses on measuring both the personal and public economic returns from higher education. However, the commission also considers non-economic outcomes both because they are closely tied to economic returns and because non-economic benefits hold their own intrinsic value. To this end, the Postsecondary Value Commission explored three important and interrelated non-economic benefits to postsecondary education: learning outcomes, skills, and wellbeing. This overview discusses these non-economic benefits and the reports associated with each benefit. Measurement of these three non-economic returns is challenging, especially in ways that would enable them to be measured within the commission's framework. As a result, the commission relied on experts in the field to better understand these important non-economic benefits, their relationship to equitable postsecondary value, and how the field is advancing in measuring them. [For related reports, see ED612729, ED612639, and ED612652.]