ethanporcaro/eric-fulltext-meta huggingface dataset:
Enrolment of British Columbia High School Graduates with Special Education Needs in Postsecondary Education and Apprenticeship Programs: A Case Study of the Class of 2009/2010. Education, Learning and Training: Research Paper Series
Author: Barnett, Alana
Date: 2021-05-03
Type: Reports - Research
Subjects: Foreign Countries,High School Graduates,Students with Disabilities,Special Education,Postsecondary Education,Apprenticeships,Enrollment Rate,Probability,Student Needs,Symptoms (Individual Disorders)

This study combines information from British Columbia administrative school data, the Postsecondary Student Information System, and the Registered Apprenticeship Information System to analyze the postsecondary and apprenticeship enrolment rates of high school graduates with and without special education needs, in the six years following graduation. The report answers four questions: (1) Are high school graduates with certain types of special education needs less likely to attend postsecondary education than graduates without special education needs? (2) Are graduates with certain types of special education needs more likely to delay entering postsecondary education? (3) If so, does the gap in enrolment close over time? and (4) Are graduates with certain types of special education needs more or less likely to follow certain programs of study (e.g., apprenticeships versus undergraduate degree programs) than graduates without special education needs? Although gifted status is considered to be a special education need in British Columbia, graduates with gifted status are excluded from this analysis. Preliminary analysis suggested that graduates with gifted status generally have different patterns of postsecondary enrolment than graduates with other special education needs.
Can Policy Interventions Reduce Inequality? Looking beyond Test Scores for Evidence
Author: Murnane, Richard J.
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Educational Policy,Intervention,Racial Differences,African American Students,Poverty,Social Differences,Equal Education,Educational Attainment,Parent Child Relationship,Public Policy,Policy Analysis,Low Income Groups,Taxes,Housing,Neighborhoods,Longitudinal Studies,Public Housing,School Choice,School Districts,Racial Segregation,Elementary Secondary Education,Employment,Social Isolation,College Preparation,Program Descriptions

Among the many troubling legacies of centuries of slavery and discrimination in the United States are extraordinary race-based inequalities in life chances. Black children grow up in families with much lower income and wealth, on average, than White children. They are more likely than White children to live in neighborhoods of concentrated poverty and to attend underfunded schools in which their classmates are also from low-income families. One consequence of these inequalities is that Black children are less likely than White children to acquire the skills, educational credentials, and networks that lead to well-paying jobs. Another is that the inequalities that hampered their lives are passed on to their children (Chetty et al., 2020). In this essay, Richard J. Murnane uses evidence from three studies to show that the nation has learned a lot about what it takes to reduce race-based inequalities. He also points out that the primary public policy strategies for reducing race-based inequalities and for measuring progress are inconsistent with the evidence from these recent studies.
Opening Doors: Strategies for Advancing Racial Diversity in Wisconsin&apos;s Teacher Workforce. Executive Summary
Author: Wisconsin Policy Forum
Date: 2021-03-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Student Diversity,Diversity (Faculty),Minority Group Students,Racial Differences,Ethnicity,Minority Group Teachers,Achievement Gap,Postsecondary Education,Teacher Education Programs,Public Schools,Teacher Selection,School Districts,Career Choice,Barriers,Racial Bias,Educational Environment,College Attendance,Financial Support,College School Cooperation,Partnerships in Education,Culturally Relevant Education,Faculty Development,Equal Education,Beginning Teacher Induction,State Policy,Accountability,Data Collection,State Government,Government Role,Teacher Promotion

This is the executive summary for the report, &quot;Opening Doors: Strategies for Advancing Racial Diversity in Wisconsin's Teacher Workforce.&quot; The report is the second of a pair of Wisconsin Policy Forum reports that address the lack of racial and ethnic diversity in Wisconsin's teacher workforce. The impetus for this research is both long-standing racial disparities in educational outcomes that have persisted in Wisconsin for decades and a growing body of evidence pointing to the benefits that a racially diverse and representative teacher workforce can bring to efforts to mitigate those disparities. Studies have linked students' access to teachers from their own race and ethnic background with a variety of beneficial outcomes -- from higher rates of academic achievement, attendance, high school graduation, and college enrollment, to lower rates of suspension, dropout, and discipline referrals. The first report, &quot;A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin's Teacher Workforce and the Student-to-Teacher Pipeline,&quot; showed that while students of color have been rising as a share of Wisconsin's public K-12 student population, its teacher workforce has remained overwhelmingly white. This report seeks to address three broad questions raised by &quot;A Teacher Who Looks Like Me&quot;: (1) What are the conditions and barriers that prevent candidates of color from joining the ranks of teachers and building a long-term career in the profession? (2) What are schools, districts, higher education institutions, and others doing to change those conditions? and (3) And what more could be done, in particular by Wisconsin's state government, to move the needle on this important component of educational equity? [For the full report, see ED612797. For &quot;A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin's Teacher Workforce and the Student-to-Teacher Pipeline,&quot; see ED612773.]
States and School Systems Can Act Now to Dismantle Silos between High School, College, and Career
Author: Heyward, Georgia
Date: 2021-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Educational Change,Technology Uses in Education,Educational Counseling,Career Counseling,School Schedules,Field Experience Programs,Youth Employment,Credentials,Prior Learning,Elementary Secondary Education,Postsecondary Education,Education Work Relationship

The COVID-19 pandemic brought on an employment crisis alongside falling college enrollment rates, which reached historic lows at two-year institutions. Would these twin crises provide the motivation and opportunity that states, education institutions, and employers needed to make meaningful progress toward a more flexible and integrated learning system? To find out, we interviewed 31 K-12, state, and nonprofit leaders who have been focused on redesigning education and career pathways. We asked them how their work has changed in the last year and what their priorities are as the nation emerges from the pandemic. In these conversations, we learned about efforts to coordinate education and workforce systems that have too long been disconnected: (1) As schools and workplaces went online, states built virtual college and career counseling tools that were accessible to anyone with an internet connection--not just students currently enrolled in K-12 or higher education institutions; (2) The pandemic brought on widespread experimentation with the five-day school schedule, new familiarity with virtual learning models, and a desire to wait on attending college. This created opportunities to innovate on how learners connect with industry during and beyond high school; (3) Postsecondary institutions and states have demonstrated renewed interest in microcredentials to help people rapidly enter or re-enter the workforce. While we saw higher education and industry make significant strides to align and collaborate, we saw few innovations initiated by K-12 systems. We offer four ways states can engage K-12: (1) Invest in virtual platforms that support college and career navigation; (2) Incentivize bold experimentation with hybrid learning to design new models that blend school and workplace learning or connect with postsecondary microcredentials; (3) Step in to encourage and regulate high-quality, postsecondary microcredentials that stack toward associate and bachelor degrees; and (4) Combine policy with technical assistance to help districts credit out-of-school learning.
Kindergarten Outreach, Application, and Enrollment: Lessons Learned from a Research-Practice Partnership with New York City&apos;s Department of Education
Author: Balu, Rekha
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Kindergarten,Public Schools,Urban Schools,Outreach Programs,Enrollment,Parent School Relationship,Barriers,Intervention,Innovation,Admission (School)

The New York City Department of Education (NYC DOE) is the largest public school system in the country, and regularly communicates with more families in a month than many school districts do in a year. Innovations in communication or outreach efforts can influence profoundly how families engage with the district, especially innovations in outreach about school application and admissions processes. Getting this outreach right is especially important when it focuses on families' first required encounter with the school system: kindergarten application and enrollment. A research-practice partnership between MDRC and NYC DOE that began in 2017 focused on mutual learning using insights from behavioral science and human-centered design to achieve five learning goals related to the kindergarten application process: (1) Uncover potential barriers to application for parents using a systematic diagnostic process; (2) Capitalize on NYC DOE's shift to a new digital application platform to identify constraints on outreach and opportunities to innovate; (3) Create an evidence-based intervention to encourage on-time application; (4) Test intervention effectiveness at NYC DOE's full scale with a rigorous randomized field trial; and (5) Apply insights and refine admissions processes in a cycle of learning. This report discusses study results and lessons learned for each of the five goals, including the importance of active outreach to families and ways to remain connected to families who may need more application support. These lessons can inform policymakers looking to implement similar programs in other districts. [This report was written with Jedediah J. Teres and Vianny Lugo Aracena.]
The Fiscal Effects of Private K-12 Education Choice Programs in the United States. Working Paper 2021-01
Author: Lueken, Marty F.
Date: 2021-03-02
Type: Reports - Research
Subjects: School Choice,Private Schools,Educational Vouchers,Educational Finance,Tax Credits,Scholarship,Program Descriptions,Public Schools,Kindergarten,Elementary Secondary Education,Expenditures,School Districts,Costs,Enrollment,Special Needs Students

From an analysis of 40 private educational choice programs in 19 states plus D.C., this report summarizes the facts and the evidence on the fiscal effects of educational choice programs across the United States. The programs in the analysis include 3 education savings accounts programs, 19 school voucher programs, and 18 tax-credit scholarship programs. This study estimates the combined net fiscal effects of each educational choice program on state and local taxpayers through FY 2018--in both the short run and the long run. The report also provides context by presenting basic facts about the size and scope of each program, in terms of participation and funding, relative to each state's public school system. It presents the facts on taxpayer funding disparities between students using the choice programs and their peers in public schools. The information contained in this report provides information to help understand whether educational choice programs have positive, negative, or neutral fiscal effects on state and local taxpayers. The results from this fiscal analysis are not surprising given that educational choice programs are funded at a significantly lower public expense than public school systems. Overall, students participating in educational choice programs comprise 2.3 percent of publicly funded K-12 students but represent just 1.0 percent of total public spending. These basic facts provide important background for evaluating claims that private educational choice programs will harm the resource levels for students who remain in district schools.
Falling Behind? The State of Wisconsin&apos;s Public Colleges and Universities
Author: Stein, Jason
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Public Colleges,State Policy,Educational Policy,Educational Finance,State Aid,Tuition,Taxes,Vocational Schools,COVID-19,Pandemics,Higher Education,Expenditures,Enrollment Trends,College Students,Student Characteristics,Institutional Characteristics,Research and Development,Governance,Budgeting,School Closing,Student Financial Aid,Research Universities,Fees

After years of slow erosion of funding and enrollment, higher education in Wisconsin faces a flash flood. Financial challenges had been accumulating for the state's public colleges and universities, brought on by a tuition freeze, stagnant state funding, and demographic trends. Now COVID-19 threatens to wash away key pieces of a system that will be needed in the rebuilding years to come. Higher education has been critical to the state's success and that may be true now more than ever. In light of the growing challenges facing the state's flagship university and other institutions -- and the tremendous stakes involved -- the Wisconsin Policy Forum has undertaken a comprehensive review of the state's public colleges and universities. Commissioned by Badgers United, this report reviews the history of higher education in Wisconsin, its outcomes compared to other states, the limits on revenues such as in-state tuition, its recent enrollment declines, and the system's highly centralized governance and structure. In many respects, Wisconsin stands out for its unusual policies compared with those of other states -- differences that may be especially relevant given the strain brought on by the coronavirus. Though the authors do not advocate for specific solutions, it is hoped the impartial insights and discussion of the potential policy options will help guide the state's leaders as they seek to chart a sustainable course for Wisconsin's colleges and universities in the months and years to come. [Cover Title: &quot;Falling Behind? The State of Wisconsin's Public Universities and Colleges.&quot; This report was funded by Badgers United. For the executive summary, see ED612823.]
2020 Statistical Abstract. 42nd Edition
Author: Robinson, Christopher, Ed.
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Academic Degrees,Graduation Rate,Public Colleges,Community Colleges,Private Colleges,College Entrance Examinations,Scholarships,Tuition,Fees,Undergraduate Students,Educational Finance,State Aid,Educational Facilities,College Faculty,College Freshmen,Full Time Students,College Transfer Students,In State Students,Out of State Students,College Housing,Teacher Salaries,Tenure,Racial Differences,Gender Differences,Research Universities,Technical Institutes

The &quot;South Carolina Higher Education Statistical Abstract&quot; is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the governor, legislators, college and university staff, other state government officials, and the general public. The 2020 edition of the Statistical Abstract marks the 42nd year of this valuable publication. This &quot;Abstract&quot; includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. Relevant terminology is listed in the introduction to each section. [For the 41st Edition, see ED605391.]
Never Again Education Act (Public Law 116-141)
Author: US Congress
Date: 2020-05-29
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,History Instruction,Death,War,World History,Consciousness Raising,Religious Discrimination,Social Discrimination

The Never Again Education Act was put in place to authorize the Director of the United States Holocaust Memorial Museum to support Holocaust education programs, and for other purposes. The Act includes the following sections: (1) Short Title; (2) Findings; (3) Definitions; (4) Program Authorized; (5) Online Holocaust Education Resources; (6) United States Holocaust Memorial Council; (7) Engagement of Eligible Program Participants; and (8) Annual Report.
Stop Student Debt Relief Scams Act of 2019 (Public Law 116-251)
Author: US Congress
Date: 2020-12-22
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,Debt (Financial),Loan Repayment,Deception,Prevention

The Stop Student Debt Relief Scams Act of 2019 was put in place to explicitly make unauthorized access to Department of Education information technology systems and the misuse of identification devices issued by the Department of Education a criminal act. The Act includes the following sections: (1) Short Title; (2) Criminal Penalties; (3) Loan Counseling; (4) Prevention of Improper Access; (5) Agency Prevention and Detection; and (6) Effective Date.
HBCU Propelling Agency Relationships towards a New Era of Results for Students Act (Public Law 116-270)
Author: US Congress
Date: 2020-12-31
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,Black Colleges,Partnerships in Education,African American Students

The HBCU Propelling Agency Relationships towards a New Era of Results for Students Act was put in place to strengthen the capacity and competitiveness of historically Black colleges and universities through robust public-sector, private-sector, and community partnerships and engagement, and for other purposes. The Act includes the following sections: (1) Short Title; (2) Findings and Purposes; (3) Definitions; (4) Strengthening HBCUs through Federal Agency Plans; and (5) President's Board of Advisors on HBCUs.
Navigating Policy for Personalized, Competency-Based Education: A Guide for Minnesota Educators
Author: Esdal, Lars
Date: 2021-00-00
Type: Guides - General
Subjects: Individualized Instruction,Competency Based Education,State Legislation,Educational Legislation,Compliance (Legal),Public Education,Enrollment,Attendance,School Schedules,Credits,Academic Standards,Time on Task,Teacher Certification,Vocational Education,Nontraditional Education,Independent Study,Active Learning,Student Projects,Electronic Learning,Reports,Elementary Secondary Education

COVID-19 exacerbated and brought attention to inequities long present in public education. Facing inconsistent access to learning over distance, students will leave this period with months of what's been called &quot;lost learning.&quot; Short of repeating a full year, addressing these gaps presents a grave challenge for traditionally structured schools. Competency-based education (CBE)--an approach where learning is oriented around students mastering clearly articulated learning outcomes (i.e. competencies) rather than passing time in seats--is one alternate approach particularly suited to this era. This guide is intended for teachers and administrators who are implementing CBE programs and want help navigating laws, regulations, and reporting requirements as they do so.
National Sea Grant College Program Amendments Act of 2020 (Public Law 116-221)
Author: US Congress
Date: 2020-12-18
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Environmental Education,College Programs,Educational Change

The National Sea Grant College Program Amendments Act of 2020 was put into place to reauthorize and amend the National Sea Grant College Program Act, and for other purposes. The Act includes the following sections: (1) Short Title; (2) References to the National Sea Grant College Program Act; (3) Modification of Dean John A. Knauss Marine Policy Fellowship; (4) Modification of Authority of Secretary of Commerce to Accept Donations for National Sea Grant College Program; (5) Reduction in Frequency Required for National Sea Grant Advisory Board Report; (6) Modification of Elements of National Sea Grant College Program; (7) Designation of New National Sea Grant Colleges and Sea Grant Institutes; (8) Direct Hire Authority; Dean John A. Knauss Marine Policy Fellowship; (9) Authorization of Appropriations for National Sea Grant College Program; (10) Repeal of Requirement for Report on Coordination of Oceans and Coastal Research Activities; and (11) Technical Corrections.
Higher Education: Department of Education Should Further Assess College Access Grant Programs. Report to the Republican Leader, Committee on Education and Labor, House of Representatives. GAO-21-5
Author: Emrey-Arras, Melissa
Date: 2020-12-00
Type: Reports - Research
Subjects: Grants,Access to Education,Higher Education,Disadvantaged Youth,Public Agencies,Program Evaluation,Federal Aid,College Preparation,Student Personnel Services,Enrollment,Federal Programs,High School Students,College Students

The Department of Education (Education) gives grants to schools and organizations that provide disadvantaged students with services to help them attend college. These eight grant programs are collectively known as &quot;TRIO,&quot; named for the original three programs. Congress provides over $1 billion each year to these programs, but Education could do more to understand how well these grants work to help students. The Government Accountability Office (GAO) analyzed data from Education about TRIO grantees and applicants. GAO also reviewed relevant federal laws and regulations and agency documents, and interviewed Education officials and other TRIO stakeholders. GAO found that Education could improve the information it has about TRIO programs in two areas: (1) grantee performance data; and (2) program assessments. Education evaluates grantees' performance using the self-reported data, but has done little to verify the data. As for assessing the individual TRIO programs, studies of some programs are outdated. In addition, Education has never assessed the effectiveness of three of the seven TRIO programs that serve students, and did not have any new assessments planned as of August 2020. Education should take additional steps to ensure the reliability of grantees' performance data and develop a plan for assessing the effectiveness of the TRIO programs that serve students. Education generally agreed with GAO recommendations.