ethanporcaro/eric-fulltext-meta huggingface dataset:
IDRA Newsletter. Volume 47, No. 6, June-July 2020
Author: Goodman, Christie L., Ed.
Date: 2020-00-00
Type: Collected Works - Serial
Subjects: Black Studies,African American History,Racial Bias,School Closing,COVID-19,Pandemics,School Schedules,Student Attitudes,STEM Education,Middle School Students,High School Students,Information Dissemination,Tutors,Tutoring,Primary Education,Kindergarten,Grade 1,Youth Programs,Consciousness Raising,Federal Legislation,Slavery,Police,African Americans,United States History

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Student Voice.&quot; Contents include: (1) Maybe One Day, the Pain Won't Feel the Same (Earl Williams); (2) We Create Hope within Our Communities -- Before and during COVID-19, Texas Chief Science Officers Advocate for STEM (Elizabeth Alexander, Shreya Chaudhary, and Isela Herrera); (3) IDRA Valued Youth Partnership Students Share their Experiences as Tutors (Serenity Nance and John Tscheulin); (4) Systems in America Are Set Up to Be Racist (Alana Price); and (5) We Are Important, and So Is Our History (Quardasha Mitchell).
IDRA Newsletter. Volume 47, No. 7
Author: Goodman, Christie L., Ed.
Date: 2020-08-00
Type: Collected Works - Serial
Subjects: Family Involvement,Family School Relationship,COVID-19,Pandemics,Cultural Relevance,Mental Health,Well Being,Ethnic Diversity,Interpersonal Communication,Information Dissemination,STEM Education,Student Interests,Family Role,Teacher Role,School Closing,Parents as Teachers,Teacher Attitudes,Parent Attitudes,Barriers,Immigrants,Undocumented Immigrants,Student Rights

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Family Engagement.&quot; Contents include: (1) Effective Family Outreach in the Pandemic Era (Karmen Rouland and Aurelio M. Montemayor); (2) Engaging Families in STEM Conversations with Students (Stephanie Garcia); (3) Effective Education Reform during COVID-19 Requires Authentic Family Engagement (Terrence Wilson); and (4) Immigrant Students' Rights to Attend Public Schools infographic.
IDRA Newsletter. Volume 47, No. 8
Author: Goodman, Christie L., Ed.
Date: 2020-09-00
Type: Collected Works - Serial
Subjects: COVID-19,Pandemics,State Policy,State Legislation,Racial Bias,Disproportionate Representation,Policy Formation,Educational Policy,Equal Education,Access to Education,Educational Finance,Educational Equity (Finance),Discipline,English Language Learners,College Readiness,School Districts,Public Schools,African American Students,Policy,At Risk Students,Barriers,Federal Government,Privatization,Financial Support,State Standards,Science Education,Science History,Elementary Secondary Education,Minority Groups,Relevance (Education)

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Education Policy.&quot; Contents include: (1) Legislative Sessions Constrained by COVID-19 Must Not Exclude Community Participation (Morgan Craven); (2) IDRA Policy Priorities -- State-Level Policies to Address Educational Inequities Now; (3) The Policing of Black People Begins in Schools (Morgan Craven); (4) A People-Powered Plan for the Texas Legislative Session (Ana Ramón); (5) Trump Administration, during a Pandemic, Moves to Privatize Education No Matter the Cost to Most Children (Chloe Latham Sikes); and (6) Every Scientist Named in the Texas Science Standards Is a White Male: IDRA Recommends Accurate Inclusion of Scientific History (Stephanie Garcia).
IDRA Newsletter. Volume 47, No. 9
Author: Goodman, Christie L., Ed.
Date: 2020-10-00
Type: Collected Works - Serial
Subjects: COVID-19,Pandemics,Student Attrition,School Closing,Student Characteristics,Enrollment Trends,Racial Differences,Ethnicity,High School Students,Bachelors Degrees,Poverty,Outcomes of Education,Employment Level,Unemployment,Wages,College Attendance,College Graduates,Health Insurance,Advanced Courses,Access to Education,Equal Education,Minority Group Students,STEM Education,Cultural Influences,Disproportionate Representation,Females

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;College Readiness and Access.&quot; Contents include: (1) Highlights of IDRA's 35th Annual Texas Public School Attrition Study -- Pre-COVID-19 Attrition Rate was down to 20% (Roy L. Johnson); (2) College Degrees Are Worth It -- People with Bachelor's Degrees Have Lower Poverty Rates (Bricio Vasquez); (3) How the IDRA EAC-&quot;South&quot; Helps School Districts Increase Access to Advanced Courses for Students of Color (Paula Johnson); and (4) Meaningful Strategies for Making STEM Accessible (Stephanie Garcia).
Equity, Inclusion, and Opportunity: Addressing Success Gaps. White Paper. Version 3.0
Author: O'Hara, Nancy
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Students with Disabilities,Federal Legislation,Equal Education,Elementary Secondary Education,Inclusion,Academic Achievement,Achievement Gap,Scores,Discipline,Student Placement,Graduation,Outcomes of Education,Success,Evaluation Methods,Evidence Based Practice,Intervention,Special Education,Eligibility

This white paper outlines factors in the general education setting that contribute to equitable success for all students. The paper addresses elements of equity, inclusion, and opportunity that can minimize or eliminate success gaps that exist among groups of students. Success gaps are those differences in a variety of educational factors and outcomes that affect the likelihood of success for some groups of students compared to their peers. Some key areas of success gaps include test scores, disciplinary actions, placement in special programs, graduation, and post-school outcomes. When a school or district shows success gaps, it means that it may not be serving all groups of students equally well. The white paper provides the research-based background that supported development of a complementary rubric that school or district teams can use to systematically examine the root causes of success gaps that may exist among groups of their students. The white paper has been updated and now includes include considerations for children as young as preschool. [This is a republication of the document originally published by the Disproportionality Priority Team (DPT) of the Regional Resource Centers Program (RRCP), in collaboration with the Data Accountability Center at Westat and the National RTI Center at AIR.]
USAID Education Policy: Program Cycle Implementation and Operational Guidance
Author: USAID
Date: 2020-04-00
Type: Guides - Non-Classroom
Subjects: Educational Policy,Outcomes of Education,Decision Making,Public Agencies,Educational Administration,Strategic Planning,Budgets,Educational Finance,Capacity Building,Inclusion,Equal Education,Partnerships in Education,Foreign Countries,Program Implementation,Program Design,Reports,Program Evaluation,Progress Monitoring,Program Improvement

The US Agency for International Development (USAID) Education Policy, (the Policy) effective November 2018, guides Agency-wide investments in education and is the primary source of direction for all education programming. The Policy outlines key principles and priority areas that are critical to supporting countries on their journey to self-reliance. It applies to all USAID education programming, regardless of the funding account, directive, or program area, and regardless of the managing operating unit, office, or team. The Policy reinforces the goals outlined in the U.S. Government Strategy on International Basic Education (FY 2019-2023). This document is a reference for USAID operating units to guide implementation of the Policy throughout the program cycle. It provides information on operational aspects of the Policy, including key considerations throughout the program cycle, Agency-level monitoring and reporting, budget and funding parameters, and other areas. This guidance and information will assist Missions in practically applying the principles outlined in the Policy: (1) Prioritize country-focus and ownership; (2) Focus investments on measurably and sustainably improving outcomes; (3) Strengthen systems and develop capacity in local institutions; (4) Work in partnership and leverage resources; (5) Drive decision-making and investments using evidence and data; and (6) Promote equity and inclusion. [For the &quot;USAID Education Policy,&quot; see ED591357. For the previous version of &quot;USAID Education Policy: Program Cycle Implementation and Operational Guidance,&quot; see ED594404.]
Examining Part C Exiting Data Variation. White Paper. Version 1.0
Author: Henson, Jim
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Disabilities,Equal Education,Federal Legislation,Educational Legislation,Data Collection,Definitions,Classification,Eligibility,Program Implementation,Evaluation Criteria,Referral,Children

This white paper explores the variation among Part C exiting categories as reported by the 50 states and Washington, D.C., using 2012-13 exiting data. Examining factors that may contribute to variation can lead to improved Part C exiting data quality within and across states. Examination of the Part C exiting data shows that 8 of the 10 categories (categories 1, 2, 4, 5, 6, 8, 9, and 10) had relatively wider variation among states. The paper investigates state characteristics that may influence exiting data variation, as well as possible strategies for improving data quality. This white paper includes four sections. Part 1 summarizes Part C exiting definitions. Part 2 reviews broad, general trends in exiting data variation. Part 3 examines potential reasons for variation, with possible strategies to improve exiting data quality. Finally, Part 4 summarizes the findings of examination of exiting data variation and highlights key findings for state data personnel. [The IDEA Data Center is one of the centers in the Technical Assistance and Dissemination Network (TA&amp;D Network), funded by the Office of Special Education Programs (OSEP).]
Every Child Should Be Safe at School: K-12 Policing Needs Reform, Not Elimination. Backgrounder. No. 3508
Author: Butcher, Jonathan
Date: 2020-07-06
Type: Reports - Descriptive
Subjects: Child Safety,School Safety,School Security,Police School Relationship,Crime Prevention,Police,Training,Elementary Secondary Education,Violence,Prevention,Needs

Since the tragic death of George Floyd at the hands of Minneapolis police on Memorial Day, protestors and policymakers have been calling for reform to, and in some cases the defunding of, police departments around the country. Though Floyd's death is unrelated to K-12 schools, the Minneapolis Board of Education has severed its contract with city police, which had provided school resource officers (SROs) to area schools. Disbanding the use of SROs in local schools is a risky proposition. Instead of removing all SROs, local school districts and police departments should employ officer training programs specifically for SROs, as policing in a school environment is inherently different from street policing. Ultimately, the most effective way to protect students is to allow parents to report dangerous schools and move their children to safer learning environments. At the same time, school officials' responsibility to keep the students in their care safe remains, which makes training for these officers of critical importance.
We All Want More Teachers of Color, Right?: Concerns about the Emergent Consensus
Author: Philip, Thomas M.
Date: 2020-07-00
Type: Information Analyses
Subjects: Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Diversity (Faculty),Educational Change,Social Justice,Teaching Experience,Role Models,Culturally Relevant Education

There is a near unanimity among researchers and practitioners about the need to recruit and retain more teachers of color. Diversification of the teaching ranks has clear benefits. This brief contends that the push for diversifying the teaching force must be scrutinized within the context of larger patterns and structures of racial injustice, and should be pursued as part of broader efforts toward equity-oriented school reform. The authors offer questions that those concerned with the diversification of the teaching force might consider as safeguards to promote a focus on strategic essentialism and the transformation of schools.
Rethinking Early Childhood Education and Childcare in the COVID-19 Era. Backgrounder. No. 3533
Author: Greszler, Rachel
Date: 2020-09-30
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Delivery Systems,Educational Policy,Policy Formation,Scheduling,Public Policy,Family Income,Child Care Centers,Preschools,Employed Parents,Preschool Education,Child Care,Parent Attitudes,Preferences,Educational Change,Adjustment (to Environment),Teleworking,Barriers,State Policy,Early Intervention,Money Management

The COVID-19 pandemic offers policymakers the opportunity to rethink early childhood education and childcare in America, and to do a better job of aligning services with the needs and preferences of families. The availability of suitable childcare--affordable and convenient with adequate hours in a desirable environment--is a key component of economic recovery, where working parents no longer have to reduce their hours or quit their jobs. However, moving away from the idea that such care can only take place in highly regulated childcare centers will be necessary in order to foster a robust supply of diverse options. While widespread childcare closures could cause significant disruptions to work and economic output, there may also be new opportunities and ways of delivering early childhood education and childcare that could expand affordable, workable options for families. In order to support such a shift, policies must avoid giving preference to center-based care over family care. Among other reforms, policymakers should allow all childcare centers to re-open, eliminate unnecessary regulations, provide choices for parents if public childcare programs exist, and reduce barriers to informal childcare arrangements, including parent co-ops.
Postsecondary Education Policy in the COVID-19 Era. Backgrounder. No. 3554
Author: Kissel, Adam
Date: 2020-10-29
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Postsecondary Education,School Closing,Online Courses,Educational Technology,Electronic Learning,Enrollment,Financial Support,Racial Bias,Diversity,Consciousness Raising,Government Role,Grants,Accreditation (Institutions),Educational Change,Corporations,Credentials,Employment Qualifications,Portfolios (Background Materials),Student Financial Aid,Educational Finance,Academic Freedom,Freedom of Speech,Educational Legislation,Federal Legislation,Higher Education

For the most part, American colleges and universities have squandered the opportunity to respond to COVID-19 innovatively. Online education has accelerated, but the quality of colleges' new online courses is low. Rather than innovate, colleges simply hope to stay solvent until they can get back to normal. Many in-person colleges will fail to stay solvent as significant numbers of current and newly admitted students--10 percent or more, including 40 percent of entering freshmen--choose not to enroll in the 2020-2021 academic year at all. Meanwhile, state and federal governments have been pre-occupied with emergency aid rather than facilitating innovation. Racial unrest has also increased, often fomented by the Black Lives Matter organization, as well as the ravages of &quot;cancel culture,&quot; which has roots in 30 years' worth of politically correct intolerance in U.S. colleges. As this intolerance infects U.S. corporations, particularly in social media companies, and as American polarization accelerates, many Americans now see a critical need to reform postsecondary education so that young adult citizens learn tolerance of diverse perspectives. Congress and the Education Department could do much more: open financial aid to college alternatives; privatize, or at least introduce significant risk sharing to, financial aid; reform grant programs; further reform accreditation; remove racial quotas, and even--as proposed by conservatives and limited government proponents since the department was established 40 years ago--eliminate the agency. COVID-19 offers an unprecedented opportunity to downsize and innovate while few people or activities are on campus and colleges have little choice but to refocus on their core mission.
Equity, Inclusion, and Opportunity: Addressing Success Gaps. Indicators of Success Rubric. Version 3.0
Author: O'Hara, Nancy
Date: 2016-05-00
Type: Tests/Questionnaires
Subjects: Scoring Rubrics,Achievement Gap,Graduation Rate,Students with Disabilities,Equal Education,Inclusion,Success,Educational Opportunities,Discipline,Student Placement,Dropouts,At Risk Students,Intervention,Cultural Relevance,Evidence Based Practice,Core Curriculum,Progress Monitoring,Screening Tests,Student Needs

This rubric can help schools or districts address success gaps that exist between groups of their students, such as gaps in test scores or graduation rates between students with disabilities and other students. The rubric allows a team of users from a school or district to systematically examine the root causes of a success gap by focusing on elements leading to equity, inclusion, and opportunity. The rubric has been updated and now includes considerations for children as young as preschool. A complementary white paper provides the research-based background that supported development of the rubric. State and local staff can contact their IDC [IDEA Data Center] state liaisons for information on how the rubric can be modified to meet their state-specific needs. [This is a republication of the document originally published by the Disproportionality Priority Team (DPT) of the Regional Resource Centers Program (RRCP), in collaboration with the Data Accountability Center at Westat and the National RTI Center at AIR. For &quot;Equity, Inclusion, and Opportunity: Addressing Success Gaps. White Paper. Version 3.0,&quot; see ED609723.]
Ending Campus Sexual Violence: Outcomes from the Culture of Respect Collective Program
Author: Korman, Allison Tombros
Date: 2020-09-00
Type: Reports - Research
Subjects: Violence,Sexual Abuse,Rape,College Environment,School Safety,School Culture,Self Evaluation (Groups),Organizational Change,Social Attitudes,Prosocial Behavior,Interpersonal Relationship,Prevention,School Policy,Holistic Approach,Information Dissemination,Student Needs,Coping,Professional Development,Program Effectiveness,Compliance (Legal),Disclosure,Federal Legislation,School Security,Educational Legislation,Higher Education,Crime Prevention

Over the last decade, sexual violence in higher education has been a focus for colleges and universities, student activists, parents and families, and the media alike. As institutions responded to these complaints and students demanded action and accountability, it became clear there were too few resources available to address this issue. Specifically, there was a paucity of programs or frameworks to effectively guide colleges and universities in making the organizational and cultural change necessary to prevent sexual violence at the primary level of intervention. The Culture of Respect Collective, a NASPA signature initiative, is a two-year program designed specifically to address the enormity of this issue. Grounded in a comprehensive, evidence-informed framework, the program guides institutions of higher education through a rigorous process of self-assessment and targeted organizational change. This report examines the experience and outcomes of Collective Cohorts 1 and 2, particularly the meaningful programmatic and policy changes they made that further the goal of ending campus sexual violence. At the end of their two years in the program, participating institutions completed or made progress on 85% of the objectives they set for themselves around strengthening sexual violence prevention and response efforts, and 77% saw increased collaboration between departments and colleagues in this vital work. Ninety-two percent of participating institutions also saw an increase in required prevention programming for undergraduate students, and there was an overall rise in institution level interventions. This report considers the factors that facilitated and impeded institutions' success in implementing the program, as well as how the growing number of Collective institutions can impact higher education's understanding of the problem, and how best to address it.
School Nurse Workload: Staffing for Safe Care. Position Statement. Revised
Author: National Association of School Nurses
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,Working Hours,Responsibility,Safety,Health Needs,Student Needs,Individual Characteristics,Context Effect,Educational Environment

It is the position of the National Association of School Nurses (NASN) that access to a registered professional nurse (hereinafter referred to as a school nurse) all day, every day can improve students' health, safety, and educational achievement. Student acuity and school community indicators should be assessed to determine appropriate staffing levels. Access to a school nurse may mean that more than one school nurse is necessary to meet the needs of the school population. School nurse workloads should be evaluated on at least an annual basis to meet the health and safety needs of school communities (Jameson et al., 2018). [This position statement was adopted January 2015, reviewed January 2020, and revised June 2020. For the January 2015 statement, see ED600910.]