ethanporcaro/eric-fulltext-meta huggingface dataset:
Making the Grade 2022: How Fair Is School Funding in Your State?
Author: Farrie, Danielle
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Equity (Finance),State Aid,Educational Finance,Public Schools,Expenditure per Student,Resource Allocation,School Districts,Poverty,Elementary Secondary Education,Economic Factors,COVID-19,Pandemics

&quot;Making the Grade&quot; provides an annual overview of the condition of school finance in all 50 states and the District of Columbia. The data in this edition gives a picture of states' investment in their public school systems in the 2019-20 school year, the historic moment when public education, and society at large, experienced the massive disruption brought on by a worldwide public health crisis. Using this data, the report ranks and grades each state on three measures to answer the key question: how fair is school funding in your state? The three fairness measures are: (1) Funding Level -- cost-adjusted, per-pupil revenue from state and local sources; (2) Funding Distribution -- the extent to which additional funds are distributed to school districts with high levels of student poverty; and (3) Funding Effort -- funding allocated to support PK-12 public education as a percentage of the state's economic activity. The state rankings and grades on these measures provide crucial data a to inform advocates, policymakers, business and community leaders, teachers, parents, and students about the equity and adequacy of public school funding in their state. This report is designed to assist residents working to improve the level and distribution of funding for public school students. [For the 2021 edition of this report, see ED619401.]
5 Things for Advocates to Know about Chronic Absenteeism
Author: Education Trust
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Advocacy,Attendance,Predictor Variables,Outcomes of Education,Access to Education,Barriers,Equal Education,Social Differences,Low Income Students,Minority Group Students,School Community Relationship,Punishment,Prevention,Early Intervention,Family School Relationship,English Language Learners,Students with Disabilities,Elementary Secondary Education

School attendance is an important predictor of student outcomes. Regular attendance ensures students have access to learning in the classroom and allows students to build relationships with their peers and adults in schools. But too often, students face barriers in and out of school that influence whether they attend school consistently. These high levels of chronic absence have exacerbated educational and societal inequities that existed long before COVID-19. Students from low-income backgrounds, students of color, students whose families speak languages other than English, and those with disabilities are more likely to be chronically absent from school -- and may lack the resources and opportunities to make up for lost time in the classroom. This report lists five things that advocates should know about how leaders can address chronic absence: (1) Chronic absence is often hidden; (2) Chronic absence is a reflection of the school and community environment; (3) Punitive responses are not effective; (4) Improving attendance requires prevention and early intervention; and (5) Reducing chronic absence requires authentic partnerships with students, families, and communities.
Pushing College Advising Forward: Experimental Evidence on Intensive Advising and College Success. EdWorkingPaper No. 20-326
Author: Castleman, Benjamin L.
Date: 2020-11-00
Type: Reports - Research
Subjects: College Students,Academic Advising,High School Students,Hispanic American Students,Educational Counseling,Higher Education,Program Effectiveness,College Enrollment,Academic Persistence,Low Income Students,At Risk Students,College Entrance Examinations,Scores,Graduation Rate,Income,College Graduates,Educational Quality

Growing experimental evidence demonstrates that low-touch informational, nudge, and virtual advising interventions are ineffective at improving postsecondary educational outcomes for economically-disadvantaged students at scale. Intensive in-person college advising programs are a considerably higher-touch and more resource intensive strategy; some programs provide students with dozen of hours of individualized assistance starting in high school and continuing through college, and can cost thousands of dollars per student served. Despite the magnitude of this investment, causal evidence on these programs' impact is quite limited, particularly for programs that serve Hispanic students, the fastest growing segment of U.S. college enrollees. We contribute new evidence on the impact of intensive college advising programs through a multi-cohort RCT of College Forward, which provides individualized advising from junior year of high school through college for a majority Hispanic student population in Texas. College Forward leads to a 7.5 percentage point increase in enrollment in college, driven entirely by increased enrollment at four-year universities. Students who receive College Forward advising are nearly 12 percentage points more likely to persist to their third year of college. While more costly and harder to scale than low-touch interventions, back of the envelope calculations suggest that the benefit from increased college graduation likely induced by the program outweighs operating costs in less than two years following college completion.
Higher Education Access and Success for Undocumented Students Start with 9 Key Criteria
Author: Hernandez-Reyes, Jessie
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Undocumented Immigrants,College Attendance,Access to Education,In State Students,Intuition,Student Financial Aid,State Policy,Equal Education,Costs,Barriers,Academic Achievement,Food,Federal Aid,Motor Vehicles,Access to Health Care,Eligibility,Public Policy

More than 427,000 undocumented students are enrolled in U.S. higher education institutions. That's an impressive number, considering the many hurdles they must overcome on the road to college and a degree, including restrictions on their ability to enroll in higher education institutions; limits on access to in-state tuition, state financial aid, professional and commercial licenses, driver's licenses, state health care, and food and housing assistance; and difficulties obtaining work authorization and employment -- not to mention the threat of deportation they are under. Providing equitable higher education access for undocumented students means making college accessible and affordable for them. But it also means acknowledging the unique challenges they face because of their immigration status and ensuring that they get the additional supports they need. Researchers from The Education Trust analyzed 9 criteria in the 15 states with the largest shares of undocumented college students -- Arizona, California, Colorado, Florida, Illinois, Georgia, Maryland, Massachusetts, Nevada, New Jersey, New York, North Carolina, Texas, Virginia, and Washington -- to determine whether state policies are helping or hurting undocumented students' ability to attend college and how access and success for this underserved student population could be improved. [This report was supported by the Presidents' Alliance on Higher Education and Immigration, FWD.us, and United We Dream.]
Persistent Teach for America Effects on Student Test and Non-Test Academic Outcomes. Working Paper No. 277-0123
Author: Backes, Ben
Date: 2023-01-00
Type: Reports - Research
Subjects: Teacher Recruitment,Alternative Teacher Certification,Beginning Teachers,Disadvantaged,Low Income,Outcomes of Education,Attendance Patterns,Suspension,Mathematics Achievement,Mathematics Teachers,Language Arts,Academic Achievement,Scores,Elementary Secondary Education

This paper examines the impact of Teach For America (TFA) on following-year student test and non-test outcomes in Miami-Dade County Public Schools. This paper measures the extent to which exposure to TFA is followed by improved student outcomes in the future. In particular, this paper measures days missed due to absences or suspensions, course grades in each core subject, and progression in math courses. We find that students taught by TFA math teachers go on to have higher grades in math courses in the following year and are less likely to miss school due to being absent or suspended. However, while students in TFA classrooms score higher on math and ELA assessments in a given year, these test score gains fade out by the following year.
Linkage between Fields of Focus in High School Career Technical Education and College Majors. Working Paper No. 269-0323-2
Author: Xu, Zeyu
Date: 2023-03-00
Type: Reports - Research
Subjects: High School Graduates,College Graduates,Vocational Education,Majors (Students),Credentials,Health Education,Females,Vocational Interests,Enrollment Trends

This study examines the extent to which students obtain postsecondary credentials in the career technical education (CTE) fields of focus they choose in high school. Using school fixed effects models, we find that focusing on a particular CTE field in high school is associated with an increased probability of enrolling and obtaining a postsecondary credential in that field. The secondary-postsecondary relationship varies across focus areas, and it is strongest in health (increase of 12.5 percentage points), which is disproportionately chosen by females. Across all fields of focus, however, most students enroll and obtain a postsecondary credential in fields that are different from what they focused on in high school.
Race-Conscious Affirmative Action: What&apos;s Next
Author: Carnevale, Anthony P.
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Affirmative Action,Race,College Admission,Selective Admission,Educational Change,Diversity,Minority Group Students,Equal Education,Academic Achievement,Socioeconomic Status,Ethnicity,Class Rank,Models

An expected national ban on the consideration of race in college admissions will threaten the racial and ethnic diversity of students at selective colleges unless these colleges fundamentally alter their admissions practices. This report finds that selective colleges barred from considering race and ethnicity in their admissions decisions may be able to partially claw back some racial/ethnic diversity using class-conscious admissions practices, but they will be extremely unlikely to enroll student bodies that come close to mirroring the demographic diversity of the high school class. The authors examine the following six admissions models and the impact they would likely have on racial/ethnic and socioeconomic diversity if used consistently across selective colleges: (1) Academic merit, socioeconomic status, and race/ethnicity; (2) High school class rank, socioeconomic status, and race/ethnicity; (3) Academic merit only; (4) Academic merit and socioeconomic status; (5) High school class rank only; and (6) High school class rank and socioeconomic status. All six models assume the elimination of preferences for legacy applicants, student athletes, and other groups that receive admissions boosts for reasons unrelated to academic merit, race/ethnicity, or socioeconomic status (SES).
Maximizing Funding Impact: How States Can Help Districts Create Opportunity for All Students
Author: ExcelinEd
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Finance,State Aid,Resource Allocation,School Districts,Barriers,Elementary Secondary Education,Educational Opportunities,Budgeting,Access to Education,Strategic Planning,Capacity Building,State Departments of Education,Educational Equity (Finance),Educational Improvement,School Choice,Funding Formulas,Kindergarten

Many state funding programs are intended to reach directly to students, but in reality funds must go through school districts, which have considerable freedom in how they allocate resources. As such, states have a strong interest in ensuring that districts invest in strategies that are backed by evidence and create opportunity for all students. Through extensive research, ExcelinEd identified major barriers that deter districts from using their resources as effectively as possible. This brief identifies actions state policymakers can consider to help districts overcome these obstacles.
Rewarding Success for All Students: Texas Leads the Way with HB 3&apos;s College, Career and Military Readiness Bonuses
Author: ExcelinEd
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Military Service,Readiness,Disadvantaged Youth,Special Education,Performance,Educational Finance,Accountability,Data Collection,Program Implementation,Educational Policy,Rewards

The education system's purpose is to enable every student to have the knowledge and skills to reach their full potential -- which requires students are college and career ready. But for far too many students, the system is falling short. A recent report found 60 percent of high school graduates were not college or career ready. Closing this gap requires bold policy moves, and it requires tapping into one of the greatest incentives proven to move school performance: funding. Most states are locked into a one-size-fits-all funding approach or requires schools to adopt top-down approaches that do not always lead to better outcomes. Rather than strip funding away from underperforming schools, a properly designed performance funding model can create the needed incentive to transform outdated instructional models and reward schools for student gains. By linking a meaningful portion of funding to student learning, states can drive innovation and improvement. A key element is providing significantly larger rewards for success with economically disadvantaged and special education students, so that even districts with concentrations of these students can fully benefit. Depending on a state's specific goals and priorities, there are many different potential outcomes that can be linked with performance funding. In 2019, Texas approved one of the nation's &quot;biggest and boldest&quot; efforts to use performance funding in education. The state began providing significant bonuses for College, Career or Military Readiness (CCMR), with higher rewards for success with economically disadvantaged and special education students. This brief describes how the CCMR bonuses in Texas were developed, how they are designed, and how they are working so far.
Learn Everywhere: Model Policy. ExcelinEd Policy Toolkit -- 2022
Author: ExcelinEd
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Models,Credits,High School Graduates,Graduation,State Policy,State Departments of Education,Educational Administration

The Learn Everywhere Act provides greater flexibility for students to earn credits towards high school graduation requirements through approved learning experiences outside of the classroom. This document contains model policy for the establishment of a Learn Everywhere Act.
Bridging the Digital Divide. Strengthening the Broadband Workforce: A Policy Toolkit. ExcelinEd Policy Toolkit - 2022
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Access to Computers,Labor Force Development,State Policy,Elementary Secondary Education,Vocational Education,State Federal Aid

With the infusion of $45 billion in federal funds through the Broadband Equity, Access, and Deployment Act and Digital Equity Act over the next five years, states are entering a time of opportunity for closing the digital divide for families. However, there is also an urgent need to strengthen their broadband workforce. Without a prepared workforce, states will be unable to effectively leverage available federal funds or maintain their systems over time. This toolkit provides state policymakers with key steps to strengthen their broadband workforce as well as resources to support those efforts. To support these steps, states can also seek out and build on the expertise of industry partners and develop or enhance collaborations between the public, private, and educational sectors. The key steps are: (1) Identify State-Specific Needs; (2) Leverage Industry Expertise to Build or Improve Education and Training Programs; (3) Provide Training and Support for Educators; (4) Coordinate Federal and State Funding Streams; and (5) Raise Awareness for Broadband Careers.
How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes. Working Paper No. 270-0423-2
Author: Backes, Ben
Date: 2023-04-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teacher Evaluation,Outcomes of Education,Learning Trajectories,Value Added Models,Academic Achievement,Tests,College Attendance,Selective Admission,Prediction,Correlation,Evaluation Methods,Educational Theories

This paper examines how different measures of teacher quality are related to students' long-run educational trajectories. We estimate teachers' &quot;test-based&quot; and &quot;nontest&quot; value-added (the latter based on contributions to student absences, suspensions, grade progression, and grades) and assess how these predict various student postsecondary outcomes. We find that both types of value-added have positive effects on student outcomes. Test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution, such as attending a more selective college, while nontest measures have more explanatory power for whether students enroll in college at all.
Building an ESA Program from the Ground Up: A Step-by-Step Implementation Guide for States. ExcelinEd Policy Toolkit -- 2022
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Scholarship,Program Implementation,State Action,Private Schools,School Choice,Access to Education,Educational Finance,Educational Vouchers,Tax Credits,Educational Policy

This implementation guide was developed to assist states that want to give more families access to needed educational opportunities and the ability to customize their children's learning. Surging enthusiasm among voters and policymakers means more states are likely to launch Education Scholarship Account (ESA) programs in the immediate future. The first part of this guide is written for a general audience, or anyone seeking a brief refresher on the decades-long rise of private school choice and the emergence of ESAs. The heart of this report draws on the wisdom of a broad group of ESA administrators. Each step includes both key questions to consider and a spotlight of a state that has implemented an ESA program. The purpose of the step-by-step guide is to support new ESA administrators as they make high-quality programs available to families and sustain those programs for the foreseeable future.
Survey of Evidence in Education for Schools (SEE-S) Descriptive Report
Author: Farley-Ripple, Elizabeth
Date: 2022-10-00
Type: Reports - Research
Subjects: Educational Research,Research Utilization,Educational Practices,Evidence,Surveys,Information Sources,Data Collection,Participative Decision Making,Credibility,Data Interpretation,Faculty Development,Access to Information,Knowledge Management,Information Dissemination,Schools

In the United States, increased pressure through accountability policy and through the production and dissemination of scientifically based research are intended to create conditions for improving research use. Concurrently, researchers, education agencies, and funders have mounted efforts to strengthen relationships between research and educational practice to improve decisions about and outcomes for children. Accompanying these efforts is a need to understand, at scale, educational decision-making, and the role of research in it. To date, studies of research use in the United States have tended to focus on various stakeholders' research use (e.g., Biddle &amp; Saha, 2002; Dagenais et al., 2012), case studies of schools or districts (e.g., Asen et al., 2013; Finnigan et al., 2013), or case studies of specific education policies or practices (e.g., Hopkins et al., 2019; Scott et al., 2017). The purpose of this report is to broadly portray research use in U.S. schools at scale to better understand where we are as an educational system in the more than forty-year journey to improve the role of research in education policy and practice. [For the executive summary, see ED628009. For the technical report, see ED628010.]
Education Scotland Scottish Attainment Challenge. National Summary Report, September-November 2022
Author: Education Scotland
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Attainment,Achievement Gap,Poverty,Low Income Students,Program Implementation,Access to Education,Educational Finance,Outcomes of Education

As part of the cycle for reporting on the implementation of the Scottish Attainment Challenge (SAC), attainment advisors produce reports triannually. This summary report is an overview of the analysis of the progress of all 32 local authorities for the period September to November 2022. The key theme for this reporting period was the Scottish Attainment Challenge refresh and the progress of local authorities in improving outcomes for children and young people impacted by poverty with a focus on tackling the poverty-related attainment gap.
Survey of Evidence in Education for Schools (SEE-S) Descriptive Report. Executive Summary
Author: Farley-Ripple, Elizabeth
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Surveys,Schools,Educational Research,Research Utilization,Decision Making,Educational Policy,Educational Practices,Evidence,Credibility,Information Sources,Research Training,Faculty Development,Knowledge Management,Networks

This is the executive summary for the report, &quot;Survey of Evidence in Education for Schools (SEE-S) Descriptive Report.&quot; In the United States, increased pressure through accountability policy and through the production and dissemination of scientifically based research are intended to create conditions for improving research use. Concurrently, researchers, education agencies, and funders have mounted efforts to strengthen relationships between research and educational practice to improve decisions about and outcomes for children. Accompanying these efforts is a need to understand, at scale, educational decision-making, and the role of research in it. To date, studies of research use in the United States have tended to focus on various stakeholders' research use (e.g., Biddle &amp; Saha, 2002; Dagenais et al., 2012), case studies of schools or districts (e.g., Asen et al., 2013; Finnigan et al., 2013), or case studies of specific education policies or practices (e.g., Hopkins et al., 2019; Scott et al., 2017). The purpose of the report is to broadly portray research use in U.S. schools at scale to better understand where we are as an educational system in the more than forty-year journey to improve the role of research in education policy and practice. [For the full report, see ED628007. For the technical report, see ED628010.]