ethanporcaro/eric-fulltext-meta huggingface dataset:
School &amp; District Results, 2020-2021
Author: Ohio Department of Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Report Cards,Academic Achievement,Data Use,Enrollment,Attendance Patterns,Elementary Secondary Education,Elementary School Students,Secondary School Students,Social Differences,Racial Differences,Graduation Rate,In Person Learning,Blended Learning,Distance Education

For the second consecutive school year, Ohio's students and adults faced unique and challenging circumstances because of the ongoing global pandemic. The information in this report card reflects these teaching and learning conditions and should be reviewed while considering the resulting disruptions that, in many cases, affected students' opportunities to learn. In some cases, the data from this school year will establish a new baseline for performance as society continues to grapple with the realities of an ongoing pandemic. The data should inform continuous improvement planning and priority setting for state and local education leaders alike. While the available data from this year's report card does not sufficiently tell the whole story, it does reveal the unfortunate reality that pandemic-related disruptions had the biggest impact on the state's most vulnerable students. This information is especially valuable for educators as they formulate the most effective plans for moving students forward. Ohio is more committed than ever to using data to understand where students are in their learning and informing practices to help continue the journey to excellence. [For the 2019-2020 report, see ED612735.]
Implementation of Special Education and Related Services for Children with Disabilities. 2020-2021 School Year
Author: Ohio Department of Education, Office for Exceptional Children
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Special Education,Public Education,Related Services (Special Education),Students with Disabilities,Elementary Secondary Education,Inclusion,Special Schools,Student Placement,Symptoms (Individual Disorders),Eligibility,Home Schooling,Family Role,Private Schools

State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education collects these data from districts and schools through the Education Management Information System (EMIS). This report is based on data gathered from EMIS for special education and related services for the 2020-2021 school year. [For the 2018-2019 School Year report, see ED609063.]
English Learners&apos; Pathways in California&apos;s Community Colleges under AB 705
Author: Hayward, Craig
Date: 2022-06-00
Type: Reports - Research
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Community Colleges,Two Year College Students,Student Rights,Student Placement,State Legislation,Required Courses,Equal Education,Academic Support Services,Educational Policy,High School Graduates

California's Assembly Bill 705 has affected the way that English learners (ELs) access English and English as a second language (ESL) coursework, requiring that degree- or transfer-seeking students have the right to enroll in English or ESL courses, and community colleges are responsible for implementing initial placement practices and designing curricular structures that maximize gateway English completion. We found that ELs who graduated from a US high school and then enrolled in a community college experienced much higher throughput rates when allowed to enroll directly in transferable, college-level English composition than if they were directed to the ESL Pathway. We provide recommendations for community colleges to (a) improve placement for this subgroup of ELs, (b) integrate English support into academic instruction throughout college-level courses, and (c) better track the academic pathways of ELs from high school to college in administrative data sets.
Assessing Voters&apos; and Parents&apos; Perspectives on Current Threats to Public Education: The 2022 PACE/USC Rossier Poll [Report]
Author: Hough, Heather
Date: 2022-08-00
Type: Reports - Research
Subjects: Public Education,Parent Attitudes,Public Opinion,Barriers,Violence,Weapons,Politics of Education,Controversial Issues (Course Content),Learning,Well Being,Enrollment Trends,Teacher Shortage,Paying for College,Educational Finance,Equal Education,At Risk Students,COVID-19,Pandemics

The 2021-22 academic year was profoundly challenging for California schools. Eight critical issues emerged as serious threats to student learning, the operation of schools, and even the very institution of public education: (1) gun violence, (2) politicization of and support for public education, (3) controversy over what is taught in schools, (4) student learning and well-being, (5) declining enrollment, (6) teacher shortages, (7) college affordability, and (8) long-term funding inadequacy and instability. These issues also present a threat to equity because they disproportionately affect the most marginalized communities, exposing long-standing systemic inequities in education and creating new gaps in opportunity and access. It is against this backdrop that PACE and the University of Southern California (USC) Rossier School of Education fielded their annual poll of California voters in July 2022 on their opinions of and priorities for public education. To inform California public schools' transition into a postpandemic future, this report analyzes Californians' perspectives on the eight critical issues. [For the Summary, see ED624797.]
Assessing Voters&apos; and Parents&apos; Perspectives on Current Threats to Public Education: The 2022 PACE/USC Rossier Poll [Summary]
Author: Hough, Heather
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Public Education,Parent Attitudes,Public Opinion,Barriers,Violence,Weapons,Politics of Education,Controversial Issues (Course Content),Learning,Well Being,Enrollment Trends,Teacher Shortage,Paying for College,Educational Finance,Equal Education,At Risk Students,COVID-19,Pandemics

The 2021-22 academic year was profoundly challenging for California schools. Eight critical issues emerged as serious threats to student learning, the operation of schools, and even the very institution of public education: (1) gun violence, (2) politicization of and support for public education, (3) controversy over what is taught in schools, (4) student learning and well-being, (5) declining enrollment, (6) teacher shortages, (7) college affordability, and (8) long-term funding inadequacy and instability. These issues also present a threat to equity because they disproportionately affect the most marginalized communities, exposing long-standing systemic inequities in education and creating new gaps in opportunity and access. It is against this backdrop that PACE and the University of Southern California (USC) Rossier School of Education fielded their annual poll of California voters in July 2022 on their opinions of and priorities for public education. This report summarizes the top findings related to major threats facing public schools. [For the full Report, see ED624796.]
2022 Annual State Report on Preschool Children with Disabilities in Ohio: State Fiscal Year 2021 (July 1, 2020 - June 30, 2021)
Author: Grove, Wendy
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Preschool Children,Students with Disabilities,Special Education,Developmental Delays,Speech Impairments,Language Impairments,Autism Spectrum Disorders,Multiple Disabilities,Preschool Education

Ohio's public schools provide special education services to children with disabilities as early as preschool. Every year, the Ohio Department of Education reports the number of preschool children who received state-funded special education services during the previous year. The 2020-2021 school year had an overall decrease of 2,549 (10.91 percent) preschool-age children receiving special education services compared to the prior year. Developmental Delay and Speech or Language Impairment are the most common disability categories among preschool-age children. More than 72.66 percent (15,115) of children served in preschool special education receive services under one of these two eligibility categories. [For the 2021 report, see ED624865.]
Including Students with Disabilities in K-2 Academic Assessments. NCEO Brief Number 28
Author: Lazarus, Sheryl S.
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Inclusion,Students with Disabilities,English Language Learners,Primary Education,Kindergarten,Grade 1,Grade 2,Educational Assessment,Student Evaluation,Accessibility (for Disabled),Academic Accommodations (Disabilities),Educational Legislation,Equal Education,Federal Legislation,Alternative Assessment,Special Education,Disability Identification

This Brief provides an overview of issues related to the inclusion of students with disabilities and English learners with disabilities in early grade (that is, K-2) assessments and offers strategies for improved practices.
Recruiting and Retaining Bilingual Teachers--A Resource Brief
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Labor Turnover,Bilingual Teachers,Teacher Shortage,Bilingual Education,English Language Learners,Teacher Education,Diversity (Faculty),Paraprofessional School Personnel,Teacher Certification

Across the United States, many districts find themselves short on bilingual teachers. More than half of the states face a shortage of such teachers, with shortages most acute in states that provide bilingual education to the greatest numbers of English learners. Bilingual and dual-language education have proven to have a positive effect on the achievement of both English learner and non-English learner students. This brief provides resources that highlight examples of strategies, programs, and initiatives that help states, local education agencies, and school districts address the shortage of certified bilingual and second language teachers. [For the other briefs in the series, see ED624966, ED624967, ED624968, ED624970, ED624971, and ED624972.]
Recruiting and Retaining Teachers of Color--A Resource Brief
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Labor Turnover,Minority Group Teachers,African American Teachers,Partnerships in Education,Teacher Shortage,African American Students,Student Recruitment,Males,Minority Group Students,College Students,Public School Teachers,State Legislation,Student Financial Aid,Barriers,Diversity (Faculty),Racial Factors

Although the percentage of teachers of color in the workforce has grown significantly over the past 30 years, it still does not reflect the diversity of the national population or students. Teachers of color also have higher turnover rates than White teachers, highlighting the need for strategies to retain teachers of color as well as recruit more of them. All students, especially students of color, benefit from having teachers of color. These benefits range from increases in academic performance to improved social emotional and nonacademic measures. This brief provides resources that highlight examples of strategies, programs, and initiatives that assist states, local education agencies, and school districts with addressing the shortage of teachers of color. [For the other briefs in the series, see ED624965, ED624967, ED624968, ED624970, ED624971, and ED624972.]
Recruiting and Retaining Teachers in Low-Income and Low-Performing Schools--A Resource Brief
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Labor Turnover,Teacher Shortage,Low Income Students,Low Achievement,Achievement Gap,Teacher Competencies,Educational Quality,Incentives,Poverty,Alternative Teacher Certification,Public Schools,Urban Schools,Institutional Characteristics,Administrator Role,Mentors,Beginning Teacher Induction,Principals,Leadership Responsibility,Elementary Secondary Education,Transformational Leadership

Teacher shortages disproportionally impact high need schools that can be hard to staff. However, effective teachers have an influential role in improving low-performing schools. Focusing on recruiting and retaining teachers to low-income and low-performing schools is crucial not only to closing achievement gaps, but also to ensuring that students in these schools have access to high-quality teachers. This brief provides resources that highlight examples of strategies, programs, and initiatives that assist states, local education agencies, and school districts with addressing the shortage of certified teachers who commit to teaching in low-income and low-performing districts. [For the other briefs in the series, see ED624965, ED624966, ED624968, ED624970, ED624971, and ED624972.]
Recruiting and Retaining New Teachers--A Resource Brief
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Shortage,Labor Turnover,Beginning Teachers,State Policy,Contracts,Mentors,Beginning Teacher Induction,Faculty Development,Teacher Effectiveness,Incentives,Teacher Salaries,Teacher Collaboration,Teacher Leadership,Educational Improvement,Science Teachers,STEM Education,Two Year College Students,Tutoring

An estimated 17% to 30% of new teachers in the U.S. leave the profession within their first 5 years of teaching. Some challenges that prompt new teachers to leave the field include stress, lack of appropriate support, and feeling unprepared to handle behavioral and academic issues among their students. Research supports the finding that teachers who receive appropriate supports stay in the teaching field at rates more than twice those of teachers who lack these supports. However, only a small number of teachers have access to these supports. This brief provides resources that highlight examples of strategies, programs, and initiatives that help states, local education agencies, and school districts address the shortage of newly certified teachers. [For the other briefs in the series, see ED624965, ED624966, ED624967, ED624970, ED624971, and ED624972.]
A Path Analysis of Gender Differences in Social Presence in Online Course Discussion Forums
Author: Jeng, Amos
Date: 2022-00-00
Type: Reports - Research
Subjects: Path Analysis,Gender Differences,Online Courses,Computer Mediated Communication,Student Behavior,Social Behavior,Psychological Patterns,Sexual Identity,Language Usage,Undergraduate Students,Student Attitudes,Teaching Methods,Self Concept,Personality Traits,Introductory Courses,Statistics Education,State Universities,Emotional Response

&quot;Online social presence&quot; -- the degree to which individuals project their identities and personalities into a web-based community -- plays an essential role in fostering a connected and satisfying learning environment. The present study's aim was to explore gender differences in behaviors related to social presence in an online course. Using path analysis, we found that students identifying as women or non-binary were more likely than men to use indicators of mood, feeling, and emotion when posting to an online college course discussion forum, holding posting frequency constant. These results have implications for instructional strategies aimed at facilitating social presence in online learning environments. [This paper was published in: &quot;ICLS Proceedings,&quot; International Society of the Learning Sciences, 2022, pp. 937-940.]
Recruiting and Retaining Rural Teachers--A Resource Brief
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Shortage,Labor Turnover,Rural Schools,Beginning Teachers,Teacher Responsibility,Barriers,Mentors,Teacher Salaries,Professional Isolation,Beginning Teacher Induction,Elementary Secondary Education,Educational Research,Teacher Education Programs,College School Cooperation,Partnerships in Education,Educational Policy

Rural school districts throughout the country face increasing challenges with recruiting and retaining beginning teachers due to job demands that include a lack of mentoring, lower salaries than their urban and suburban counterparts, geographic isolation, requirements to take on additional nonteaching duties, and teaching assignments that include multiple subjects and grade levels. This brief provides resources that highlight examples of strategies, programs, and initiatives that assist states, local education agencies, and school districts with addressing the shortage of certified teachers who commit to teaching in rural school districts. [For the other briefs in the series, see ED624965, ED624966, ED624967, ED624968, ED624971, and ED624972.]
Recruiting and Retaining Special Education Teachers--A Resource Brief
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Labor Turnover,Teacher Shortage,Special Education Teachers,Educational Policy,Teacher Education,General Education,Elementary Secondary Education,Emergency Programs,Pandemics,Federal Aid,Grants,COVID-19,Students with Disabilities

Special education teachers ensure equitable access to education for 7.2 million public school students with disabilities. According to the January 2022 results of the National Center for Education Statistics school survey, 45% of responding schools reported that special education was identified as the teaching area with the most vacancies. This brief provides resources that highlight examples of strategies, programs, and initiatives that help states, local education agencies, and school districts address the shortage of certified special education teachers. [For the other briefs in the series, see ED624965, ED624966, ED624967, ED624968, ED624970, and ED624972.]
Recruiting and Retaining STEM Teachers--A Resource Brief
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Shortage,Labor Turnover,STEM Education,Science Teachers,Mathematics Teachers,Teacher Qualifications,Achievement Gap,At Risk Students,Intervention,Teacher Education,Diversity (Faculty),Low Income Students,Minority Group Teachers,African American Teachers,Rural Schools,Urban Schools

School districts throughout the country have faced increasing challenges with recruiting and retaining beginning STEM teachers. In 2017, turnover rates for mathematics and science teachers were 90% greater in the top quartile of schools serving students of color than in the bottom quartile. A RAND Corporation 2021 survey found nearly one in four teachers, many of them STEM teachers, said they were likely to leave their jobs by the end of the 2020-21 school year. The shortage of qualified STEM teachers perpetuates the socioeconomic achievement gap and threatens the nation's ability to compete globally. This brief provides resources that highlight examples of strategies, programs, and initiatives that assist states, local education agencies, and school districts with addressing the shortage of certified STEM teachers. [For the other briefs in the series, see ED624965, ED624966, ED624967, ED624968, ED624970, and ED624971.]
Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?
Author: Baker, Doris Luft
Date: 2016-11-00
Type: Journal Articles
Subjects: Small Group Instruction,Reading Instruction,Grade 1,Elementary School Students,Spanish Speaking,English Language Learners,Reading Difficulties,At Risk Students,Bilingual Education,Language of Instruction,Randomized Controlled Trials,Longitudinal Studies,Comparative Analysis,Conventional Instruction,Pretests Posttests,Skill Development,Reading Skills,Hispanic American Students,Emergent Literacy,Reading Fluency,Reading Tests,Achievement Tests,Standardized Tests,Statistical Analysis

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were rank-ordered within schools and then randomly assigned to a treatment condition (n = 39) or a comparison condition (n = 39). Students in the treatment condition received instruction on transition elements that supported their transfer of skills from Spanish to English. Students in the comparison condition received Business as Usual instruction from a variety of commercially available programs. Findings indicated that ELs in both conditions made significant gains from pretest to posttest on all reading outcomes even though instruction in the treatment condition focused significantly more on higher order skills (i.e., vocabulary, comprehension, and transition elements) whereas instruction in the comparison condition focused significantly more on lower order skills (i.e., phonics, word work, and sentence reading). Implications for practice and future research are discussed.
Intertextuality and Dialogic Interaction in Students&apos; Online Text Construction
Author: Ronan, Briana
Date: 2015-11-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Bilingualism,Discourse Analysis,Prior Learning,Writing Skills,Academic Discourse,Literacy Education,Teaching Methods,Hispanic American Students,Grade 8,Middle School Students,Cooperative Learning

This study examines the online writing practices of adolescent emergent bilinguals through the mediating lenses of dialogic interaction and intertextuality. Using a multimodal discourse analysis approach, the study traces how three students develop online academic texts through intertextual moves that traverse modal boundaries. The analysis reveals how cross-modal, dialogic interactions allow emergent bilingual students to pool linguistic resources, background knowledge, and writing expertise. Such collaborative interactions ultimately serve to support their academic writing. Findings suggest the importance of developing research methodologies and literacy pedagogies that bridge boundaries across social actors, spaces, modes, and languages.