ethanporcaro/eric-fulltext-meta huggingface dataset:
Ensuring a More Equitable Future: How Colleges Can Engage Their Communities to Ensure Economic and Cultural Vitality
Author: DiBenedetto, Katelyn
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: School Community Relationship,Economic Development,Community Development,College Role,Outcome Measures

As community anchors, postsecondary institutions have a responsibility to equitably increase and distribute resources in a way that improves the economic and cultural vitality of the community and its residents. This paper outlines two ways in which institutions can contribute value as engaged community members: as equitable economic engines; and as partners in strengthening communities. In the first role, institutions can contribute to a diverse and equitable workforce in their communities and regions by reducing education debt for students of color and students from low-income backgrounds, equitably increasing attainment rates, hiring and retaining faculty and staff of color and women, and supporting minority- and women-owned businesses (MWOBs) through purchasing their goods and offering contracts for their services. In the second role, institutions can serve as community partners who transform the economic and cultural fabrics of their communities by directing research toward local needs, sharing creative and artistic pursuits with the region, and engaging in meaningful discourse to improve the lives of individuals living nearby. The paper concludes by examining several frameworks through which institutions can measure both their economic and their social impact.
Consciousness Raising in Grammar Tasks of Iranian Intermediate Level Persian Language Teaching Course Books
Author: Ebadi, Saman
Date: 2021-00-00
Type: Reports - Research
Subjects: Consciousness Raising,Grammar,Textbooks,Textbook Content,Indo European Languages,Second Language Instruction,Second Language Learning,Language Proficiency,Critical Thinking,Foreign Countries

Considering the theoretical shift caused by the anti-grammar movement of 1980 (Celce-Murcia, 1991) and the increase in the number of learners of Persian as a second language, this study investigated the realization of the consciousness-raising approach of grammar teaching in the intermediate level Persian Language Teaching course books in Iran. In so doing, this study focused on half of the intermediate level Persian Language Teaching course books and analyzed three of their common grammatical structures through the framework of Nitta and Gardner (2005). Results indicated that Iranian intermediate level Persian Language Teaching course books mainly use the Presentation-Practice trend aims at increasing learners' grammatical accuracy. They have mainly left the inductive approach at the cost of the deductive approach of grammar teaching and do not rely on the consciousness-raising tasks. This grants a privilege to the idea that language learning simply means increasing learners' metalinguistic knowledge and disregarding their critical thinking. Given that, Iranian teachers and material developers should let contextualized and purposeful grammar tasks find their way in Persian instruction.
College Acceleration &quot;in Action&quot;: Five School Perspectives. Executive Summary
Author: Foundation for Excellence in Education
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),College Preparation,High School Students,Dual Enrollment,Models,Advanced Placement,Educational Trends,State Policy,Postsecondary Education

This is the executive summary for the report, &quot;College Acceleration in Action: Five School Perspectives.&quot; The first College Acceleration Playbook, &quot;Accelerating Students from High School to College and Careers: A Playbook for State Policymakers&quot; (ED612490) identifies a series of non-negotiables that states, colleges, universities and schools can use to strengthen their college acceleration programs to benefit all students --especially those who have been traditionally underserved, including low-income students, rural students and students of color. &quot;College Acceleration in Action: Five School Perspectives&quot; examines how five schools are putting these non-negotiables into practice. [For the full report, see ED612651.]
Student Parents in the COVID-19 Pandemic: Heightened Need &amp; the Imperative for Strengthened Support. #C492
Author: Cruse, Lindsey Reichlin
Date: 2020-04-14
Type: Reports - Descriptive
Subjects: Parents,Child Rearing,At Risk Students,COVID-19,Pandemics,School Closing,Coping,Student Needs,Online Courses,Poverty,One Parent Family,Mothers,Unemployment,Well Being,Minority Group Students,Undergraduate Students,Student Loan Programs,Economic Impact,Student Financial Aid,Child Care,Access to Computers,Social Services,Stress Variables

Nearly four million undergraduates, or more than one in five college students, are parents of children under 18. These student parents face--in normal times--disproportionate economic insecurity, difficulty meeting basic needs, and significant time and caregiving demands. Student parents are now coping with the closing of colleges and universities, rapid relocation from on-campus housing, transitions to remote instruction, potential or realized job losses, and child care and school closures, among other crises, as a result of the ongoing COVID-19 pandemic. As the effects of the pandemic reverberate throughout U.S. society, student parents' vulnerabilities are rising to new heights, threatening their ability to keep their families healthy and secure on top of maintaining their studies remotely. To ensure student parents and their children receive adequate support and remain engaged with their educational pathways, communities and policymakers must prioritize these students' and their families' needs as they craft pandemic response and recovery strategies.
Equitable Value: Promoting Economic Mobility and Social Justice through Postsecondary Education
Author: Postsecondary Value Commission
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Social Justice,Social Mobility,Economic Factors,Outcomes of Education,Educational Policy,Income,Equal Opportunities (Jobs),Poverty,Success,College Role,At Risk Students,Minority Group Students,Low Income Students,Females,Equal Education,Educational Practices,Student Development,School Policy,Institutional Characteristics,Barriers

Postsecondary education can offer individuals the opportunity to earn a livable wage and build a better life for themselves and their families, while also fostering a healthier and more democratic society. Yet, postsecondary education must do more to dismantle its own inequitable policies and practices, which play a role in perpetuating and exacerbating the injustices in society at large. It is in this context that the Postsecondary Value Commission has examined how postsecondary education fosters equitable access to critical post-college outcomes, including sufficient earnings, high-quality jobs, and economic mobility and security. The Postsecondary Value Commission was responsible for producing the following interrelated deliverables: (1) a conceptual definition of postsecondary value and core principles to guide institutional improvement efforts and policy conversations about equitably increasing students' post-college economic success and mobility; (2) a framework to gauge how specific institutions and programs create value for students and ensure equitable completion and post-college outcomes for Black, Latinx, Indigenous, and underrepresented AAPI students, students from low-income backgrounds, and women; and (3) an action agenda with recommendations for applying the definition and framework to change policies and practices so that institutions and programs deliver postsecondary value more equitably. Higher earnings derived from attaining postsecondary credentials operate together with an individual's ability to accumulate wealth and reap the benefits from important non-economic returns to education, such as exposure to new cultures, peoples, and ideas; fostering personal growth; and preparing them to be engaged, equity-minded members of society who are able and willing to disrupt injustices and right past wrongs. As the world continues to wrestle with the dual challenges of COVID-19 and longstanding systemic racism, it must embraced that postsecondary value is about both earning a decent wage and building a stronger and fairer democracy. This report details the Postsecondary Value Commission's work to capture and operationalize this sentiment. [For the executive summary, see ED612663.]
Investing in Single Mothers&apos; Higher Education: Costs and Benefits to Individuals, Families, and Society. Student Parent Success Initiative
Author: Gault, Barbara
Date: 2018-00-00
Type: Reports - Research
Subjects: One Parent Family,Mothers,Postsecondary Education,Outcomes of Education,At Risk Students,Minority Group Students,Academic Degrees,Poverty,High School Graduates,College Graduates,Income,Welfare Services,Child Care Centers,Student Financial Aid,Time to Degree,Costs,Taxes,Student Personnel Services,Education Work Relationship

For single mothers families, who are especially likely to live in poverty, college attainment is a game changer for improving family well-being and meeting the demands of a changing economy. College credentials are associated with a host of positive outcomes, including increased earnings, higher rates of employment, improved health, increased civic engagement, and improved outcomes among the children of college graduates. To better understand the benefits of college for single mothers, and the costs of investments in supports that can improve their success, the Institute for Women's Policy Research (IWPR) estimated the economic returns to college attainment for single mothers and their families, and for society more broadly, and how those benefits compare to investments needed to promote single mother success. This report is part of a series of publications presenting findings from this cost-benefit analysis. [Additional support for this publication was provided by the Jewish Foundation for Education of Women.]
Equitable Value: Promoting Economic Mobility and Social Justice through Postsecondary Education. Executive Summary
Author: Postsecondary Value Commission
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Social Justice,Social Mobility,Economic Factors,Outcomes of Education,Educational Policy,Income,Equal Opportunities (Jobs),Poverty,Success,College Role,At Risk Students,Minority Group Students,Low Income Students,Females,Equal Education,Educational Practices,Student Development,School Policy,Institutional Characteristics,Barriers

This is the executive summary for the report, &quot;Equitable Value: Promoting Economic Mobility and Social Justice through Postsecondary Education.&quot; The Postsecondary Value Commission's work offers three equity-centered tools to identify, measure, and address inequities in access, completion, and post-college outcomes: (1) a definition of postsecondary value; (2) the Postsecondary Value Framework which outlines the clear value-add that postsecondary education can provide to students and society, in both economic and noneconomic terms; and (3) the action agenda outlines policies and practices that institutional leaders and federal 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. Together, the value definition, framework, and action agenda are designed to catalyze an equitable value movement, which will help reshape the higher education system in the United States by combating access and completion barriers, sparking economic mobility, dismantling racist practices and structural inequalities, and building a more vibrant and just society. [For the full report, see ED612661.]
Educator Policies &amp; the Every Student Succeeds Act. ESSA
Author: Remer, Casey Wyant
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Policy,Teacher Effectiveness,Educational History,Teacher Qualifications,Federal State Relationship

In the 16 years since the initial passage of &quot;No Child Left Behind&quot; (NCLB), the body of research around the impact of teachers and state policy experimentation on how to measure effectiveness have grown. This brief traces the evolution from the &quot;Highly-Qualified Teacher&quot; provisions of NCLB to the teacher evaluation systems of the 2011 &quot;Elementary and Secondary Education Act&quot; (ESEA) waivers to the present &quot;Every Student Succeeds Act&quot; (ESSA), which refrains from being prescriptive on how states choose to address this question, but does offer several opportunities for innovation and experimentation.
Learning through a Pandemic: Lessons from a Rural District Network
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Rural Schools,School Districts,School Closing,Partnerships in Education,Acceleration (Education),Networks,Educational Cooperation,Faculty Development,Web Based Instruction,Technology Integration,Teacher Collaboration

While school closures resulting from the pandemic in spring 2020 created challenges for every school district, districts serving predominantly rural communities faced even greater obstacles. Lack of access to broadband internet connectivity in rural and remote areas complicated many students' efforts to participate in remote learning. In addition, without the resources of larger districts, planning for multiple reopening scenarios, establishing health and safety protocols, and addressing immediate needs such as distributing school lunches all fell on the same few district leaders. To address this challenge, The Ayers Foundation, NIET, the Ayers Institute for Teacher Learning and Innovation, and the Statewide Collaborative on Reforming Education (SCORE) created a partnership to support 15 Tennessee rural school districts. This partnership -- the Tennessee Rural Acceleration and Innovation Network (TRAIN) -- supported rural districts to design and implement comprehensive plans and professional learning for supporting the continuity and acceleration of learning throughout 2020-21, including both virtual and in-person school settings. Four key strategies emerged from the experiences of these districts that provide a foundation for better supporting rural schools and districts this school year and next: (1) Build networks and opportunities for district and school leaders to collaborate; (2) Train teacher and school leaders to increase support for classroom teachers, and share practices across schools; (3) Support virtual instruction and the integration of technology into classroom practice; and (4) Apply learning from virtual instruction to classroom practices, and provide support throughout the year. Continued investments in these successful strategies will help teachers and leaders to strengthen instruction -- regardless of in-person or virtual teaching -- while building relationships with students and supporting a deeper level of learning. [The report was written in collaboration with the Ayers Foundation and the State Collaborative on Reforming Education (SCORE).]
Assessments &amp; the Every Student Succeeds Act. ESSA
Author: Johnson, Mark
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Evaluation,Standardized Tests,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,English Language Learners,Federal State Relationship,Educational Innovation,Evaluation Methods

High-quality assessments are vital for ensuring a sound and equitable education for all students. Tests are used to measure what students know and can do, and this information is very important for both instructional and accountability purposes. This brief, which should be read as a complement to &quot;High-Quality College and Career Ready Assessments&quot; [ED559395], provides an overview of the main assessment provisions contained within the &quot;Every Student Succeeds Act of 2015&quot; (ESSA). In response to criticisms, ESSA takes steps to reduce the number of unnecessary, duplicative, or burdensome tests being administered in our nation's schools. ESSA also offers a series of new flexibilities to be used for the development of high-quality assessments that better meet the needs of students. These changes to the law present state policymakers with a valuable opportunity to revisit and improve state assessment systems.
Observing Visual Attention and Writing Behaviors during a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention-Deficit/Hyperactivity Disorder and Typically Developing Peers
Author: Zajic, Matthew Carl
Date: 2021-02-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Writing Skills,Attention Deficit Hyperactivity Disorder,Writing (Composition),Time on Task,Writing Assignments,Student Behavior,Age Differences,Cognitive Ability,Severity (of Disability),Correlation,Preadolescents,Adolescents,Writing Evaluation

Children with autism spectrum disorder (ASD) demonstrate heterogeneous writing skills that are generally lower than their typically developing (TD) peers and similar to peers with attention difficulties like attention-deficit/hyperactivity disorder (ADHD). Recent evidence suggests children with ASD spend less time engaging in writing tasks compared to their peers, but previous studies have not examined how children engage with the task environments of writing tasks. This study used video observation data collected from 121 school-age children (60 children with ASD, 32 children with ADHD, and 29 TD children) to compare differences in visual attention and writing task behaviors and relationships between behaviors and age, cognitive skills, and ASD and ADHD symptom severity. Findings indicated that groups mostly spent time looking at and writing on the draft, though this was lowest in the ASD group. No differences were found between the ASD and ADHD groups after accounting for duration as a percentage of total task time used. Groups spent little time looking at their outlines and looking away from the task, with all groups spending relatively more time looking at the task picture. Time spent engaged with the draft showed a positive relationship with writing performance across groups, but a negative relationship between time spent looking at the task picture and writing performance only appeared for the ADHD group. The ASD and ADHD groups showed negative associations between draft engagement and ASD symptom severity but not ADHD symptom severity. Implications are discussed for understanding writing task engagement in research and instructional contexts. [This paper was published in &quot;Autism Research.&quot;]
Teacher Pipeline Concerns: Supply, Demand and Diversity. coNCepts
Author: Sutton, Leah
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Teacher Supply and Demand,Diversity (Faculty),Barriers,Teacher Recruitment,Teacher Shortage,African American Teachers,Hispanic Americans,Minority Group Students,Teacher Influence,White Students,African American Students,Hispanic American Students,Asian American Students,Ethnicity,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Public Schools,Racial Composition,College Students,American Indian Students,Multiracial Persons,Minority Group Teachers,Access to Education,Career Choice,Teacher Selection,Racial Differences,Teacher Persistence

As policymakers endeavor to address the teacher shortage as a whole, they should also consider the research around teacher diversity and explore policies that aim to increase the achievement of minority students. This issue of &quot;coNCepts&quot; examines the diversity gap in North Carolina and highlights the need for a strategic solution that can bring more minority candidates into the teaching profession. This issue contains the following sections: (1) Teacher Diversity: A Nationwide Concern; (2) Diversity and Student Achievement: A Summary of the Research; (3) Spotlight on North Carolina; (4) Challenges; (5) Notable Recruitment Efforts in North Carolina; and (6) Root Causes of the Diversity Gap.
North Carolina and &quot;the Every Student Succeeds Act.&quot; coNCepts
Author: Sutton, Leah
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Academic Standards,Student Evaluation,Accountability,Educational Improvement,Teacher Effectiveness

&quot;The Every Student Succeeds Act&quot; (ESSA) was signed into law by President Barack Obama on December 10, 2015. ESSA reauthorizes the &quot;Elementary and Secondary Education Act&quot; (ESEA), which was first enacted as part of President Lyndon B. Johnson's &quot;War on Poverty.&quot; Since 1965, ESEA has represented the federal government's commitment to providing all of the nation's children with a fair, equitable, and high-quality education. ESSA replaces the most recent ESEA reauthorization, &quot;No Child Left Behind&quot; (NCLB), which had been in place since 2001. While not a complete shift from NCLB, ESSA gives states more discretion over education policy and places substantial restrictions on federal involvement in state-level education systems. As a result, ESSA creates a significant opportunity for state and local policymakers to refocus on how best to improve public schools in America. This issue of &quot;coNCepts&quot; examines ESSA requirements in five key areas--academic standards, assessments, school accountability, school improvement, and teacher quality--and highlights places where adjustments in North Carolina policies are needed in order to remain eligible for federal education funding through ESSA.
Understanding Educators&apos; Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents
Author: Bastable, Eoin
Date: 2021-00-00
Type: Reports - Research
Subjects: Program Implementation,Positive Behavior Supports,Intervention,Student Behavior,Behavior Problems,Behavior Modification,Barriers,Discipline,Holistic Approach,Disproportionate Representation,Minority Group Students,Cooperation,Teamwork,Change Strategies,Administrator Role,Data Use,Coaching (Performance),Environmental Influences,Program Effectiveness,Visual Aids,Teacher Responsibility,Racial Bias,Cultural Awareness,Training,Sustainability

With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused PBIS intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have made implementing the intervention easier. Implications for enhancing educators' use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models. [The paper will be published in &quot;Journal of Positive Behavior Interventions.&quot;]