ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of the Prekindergarten Learning Receptiveness Assessment (LRA) Greenhouse: Process and Preliminary Findings. Technical Report #2001
Author: Sáez, Leilani
Date: 2020-00-00
Type: Reports - Research
Subjects: Preschool Children,Formative Evaluation,Computer Assisted Testing,Reading Readiness,Student Behavior,Short Term Memory,Learning Readiness,Preschool Teachers,Reading Difficulties,At Risk Students,Emergent Literacy,Test Construction,Test Items,Teacher Attitudes,Data Use,Decision Making,Preschool Curriculum,Computer Uses in Education,Handheld Devices

In this technical report we document the development and piloting of the Learning Receptiveness Assessment (LRA) Greenhouse for Prekindergarten. This technological tool was designed to prevent reading disabilities by supporting effective &quot;assessment-guided instructional decision-making&quot; by Preschool teachers. The LRA Greenhouse comprises a tablet-based formative assessment and app-enabled research-based intentional teaching activity plans, monitoring checklist, and reports; it also includes a support website containing printable curriculum materials, online training modules, and teacher resources. The LRA measures emergent prereading skill levels, classroom behavior regulation, and working memory processing capacity in the fall, winter, and spring to provide teachers with multi-dimensional information for addressing children's &quot;high priority needs&quot; in time for Kindergarten. Activity plans focus on building children's literacy and behavior regulation for managing social-emotional and task engagement experiences, which are crucial to adequately develop during the Prekindergarten-Kindergarten transition as children adjust to classroom-based learning. We share our development process, descriptions and screenshots of wrap-around supports and features, as well as findings from two pilot studies conducted across 12 classrooms. Our goal is to present lessons learned from developing a technological tool intended to feasibly and sustainably &quot;bridge a gap&quot; in reading disabilities prevention between early childhood and K-12 schools, and preliminary evidence of positive impact for both Prekindergarten children &quot;and&quot; their teachers.
College Towns and COVID-19: The Impact on New England. Regional Brief 2020-3
Author: Sullivan, Riley
Date: 2020-06-25
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Economic Impact,Colleges,School Personnel,Enrollment,Employment,Income,Geographic Regions,Wages,Educational Finance

The abrupt closing of college campuses this spring due to the spread of COVID-19 upended the lives of students and their families and disrupted the higher education sector. The impact of these closures and the questions of whether and how to reopen campuses this fall have been widely discussed. Less attention has been paid to the potential consequences for the local economies of the cities and towns that depend heavily on higher education. This issue is particularly important in New England, where in many communities, colleges and universities are among the largest employers and make an outsized contribution to the local economy. The absence of students and campus activities is a major blow to local businesses. And while New England schools generally have avoided large-scale layoffs so far, extended campus shutdowns and pandemic-induced enrollment declines could force some institutions that already are on shaky financial ground to close altogether. Continued disruption to the higher education sector could threaten even financially strong institutions. This brief examines the number of cities and towns in the region that are highly dependent on employment and commerce from institutions whose declining enrollments and low endowments make them particularly vulnerable during this period. These are the communities that are most at risk of economic harm due to major pandemic-related disruptions to higher education. [This report was co-published by the New England Public Policy Center of the Federal Reserve Bank of Boston.]
Education Policy Issues for the COVID-19 Era: Policy Actions and Responses to Leverage the Moment for Future Readiness
Author: Patrick, Susan
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Educational Policy,Elementary Secondary Education,COVID-19,Pandemics,Board of Education Policy,Blended Learning,Mastery Learning,Grading,Student Evaluation,Evaluation Methods,Accountability,Graduation Requirements,Educational Innovation,Educational Technology,Access to Computers,Internet,Student Needs,Students with Disabilities,Readiness,Competency Based Education,Student Centered Learning,Barriers

As school districts deliberate over reopening schools with the COVID-19 pandemic still ongoing, we've developed this report with strategic guidance on how to harness our current opportunity to transform K-12 education. &quot;Education Policy Issues for the COVID-19 Era: Policy Actions and Responses to Leverage the Moment for Future Readiness&quot; offers insights and recommendations on 10 critical issues identified through our technical assistance in the field and work with education policy decision-makers around the country. These include: (1) Using Blended, Competency-Based Learning as an Entry Point for Innovation; (2) Moving Away from Seat Time Credits to Awarding Credit Based on Demonstrated Mastery; (3) Re-Examining Grading Policies; (4) Rethinking Assessment and Addressing the Need for Balanced Systems of Assessments to Measure Student Learning; (5) Examining the Purpose of Accountability; (6) Creating Flexibility and Multiple Pathways for Graduation Requirements; (7) Ensuring All Communities Have the Necessary Technology Infrastructure and Internet Access; (8) Supporting Students with Disabilities; (9) Ensuring Students Have Continued Access to Meals during School Closures; and (10) Prioritizing Future Readiness for Pandemic Preparedness and Continuity of Learning. Building the capacity for educators to redesign toward a competency-based, learner-centered system is no easy task with the challenges imposed by the COVID-19 pandemic. &quot;Education Policy Issues for the COVID-19 Era&quot; concludes with a 10-point program with principles that lay the groundwork for the reforms our system urgently needs.
Estimating the Cost Function of Connecticut Public K-12 Education: Implications for Inequity and Inadequacy in School Spending. Working Papers. No. 20-6
Author: Zhao, Bo
Date: 2020-03-00
Type: Reports - Research
Subjects: Public Education,Elementary Secondary Education,Costs,Educational Finance,Educational Equity (Finance),School Districts,Academic Achievement,School District Spending,School District Wealth,School District Size,Poverty

Facing legal challenges and public pressures, Connecticut needs an objective and rigorous study of its public education costs. This study is the first to estimate the cost function of Connecticut public K-12 education and to evaluate the equity and the adequacy in the state's school spending based on regression-estimated education costs. It finds large disparities across districts in education costs and cost-adjusted spending. Districts with the largest enrollments, the highest school-age-child-poverty rates, or the least amount of property wealth, on average, have the highest costs and the lowest cost-adjusted spending. A large percentage of the state's public school students are enrolled in districts where spending is inadequate relative to the predicted cost of achieving a common student performance target, which contributes to student underperformance. Thus, school districts, especially the high-cost ones, need a large amount of additional spending to improve student performance. The research approach used in this paper can be generalized and applied to other states.
10 Future-Focused State Policy Actions to Transform K-12 Education
Author: Patrick, Susan
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Elementary Secondary Education,Educational Change,Educational Innovation,Competency Based Education,Alignment (Education),High School Graduates,Profiles,Credits,Competency Based Teacher Education,Student Evaluation,Vocational Education,Higher Education,Employment,Diversity (Faculty),Accountability,Emergency Programs

State policymakers are in a unique position to enable the innovations in education necessary to prepare students for a rapidly changing world. Working with 8,000 educators nationwide, the Aurora Institute identified the top 10 issues to address in state policy for transforming the K-12 education system: (1) Profile of a Graduate; (2) Innovation Zones; (3) Competency-Based Education Task Forces &amp; Pilots; (4) Credit Flexibility; (5) Meaningful Credentials; (6) Competency-Based Pathways Alignment across K-12, Higher Education, Career and Technical Education, and Workforce/Employment; (7) Education Workforce Modernization; (8) Educator Workforce Diversity; (9) Balanced Systems of Assessment; and (10) Next-Generation Accountability Systems. Change will happen through a concerted effort to organize a movement toward learner-centered enabling policies to increase flexibility and expand pathways for students, based on mastery of knowledge and skills. This publication sets a policy agenda to effect change through the 10 priorities. The sections in this report describe each of the priorities, provides examples of states with leading initiatives, and offers a set of bold policy actions to activate and scale change. There is a special issue section at the end of the report on continuity of learning.
Education, Employment, and Earnings: Expectations of 2009 Ninth-Graders in 2016. Stats in Brief. NCES 2021-056
Author: Kelly, Emily
Date: 2020-10-00
Type: Reports - Research
Subjects: Expectation,Educational Attainment,Employment,Income,Longitudinal Studies,High School Freshmen,Grade 9,Work Attitudes

When students make decisions about their future occupations, they may consider many factors including their general interests, the amount of education and types of skills needed, work culture, potential salary, and other benefits. This Statistics in Brief report provides basic descriptive statistics on young adults' expectations about their future education, employment, and earnings. The Brief begins by examining the highest level of education young adults expected to attain and what job these young adults expected to have at age 30. It then presents data on young adults' expected yearly earnings at age 30, both overall and by their education and employment expectations. Finally, the Brief provides information on how young adults valued the importance of certain job factors compared to salary. [For the Methodology and Technical Notes, see ED608227.]
Methodology and Technical Notes. [Education, Employment, and Earnings: Expectations of 2009 Ninth Graders in 2016. Stats in Brief. NCES 2021-056]
Author: National Center for Education Statistics (ED)
Date: 2020-00-00
Type: Reports - Research
Subjects: Expectation,Educational Attainment,Employment,Income,Longitudinal Studies,High School Freshmen,Grade 9,Work Attitudes,National Surveys,Sampling,Statistical Analysis,Response Rates (Questionnaires)

This document provides tables underlying figures in &quot;Education, Employment, and Earnings: Expectations of 2009 Ninth-Graders in 2016&quot; and describes the survey methodology, sources of error in estimates, response rates and nonresponse bias, and statistical procedures for the Statistics in Brief report &quot;Education, Employment, and Earnings: Expectations of 2009 Ninth-Graders in 2016&quot; (NCES 2021-056). [For the full report, see ED608226.]
Civic Knowledge and Tolerance toward Immigrants in Europe: How Similar Is the Relationship between Young People&apos;s Civic Knowledge and Attitudes toward Equal Rights for Immigrants, across European Countries? IEA Compass: Briefs in Education. Number 9
Author: Claes, Ellen
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Immigrants,Social Attitudes,Knowledge Level,Citizenship,Individual Characteristics,Grade 8,Student Attitudes,Civil Rights,Gender Differences,Socioeconomic Status,Social Values

Tolerance is necessary for the functioning of mature democracies where social cohesion is strong. Results from The International Association for the Evaluation of Educational Achievement's International Civic and Citizenship Education Study (ICCS) 2016 show that, on average, European young people tend to be tolerant, but their attitudes towards equal rights for immigrants vary widely within and across European educational systems. In each of the ICCS 2016 European educational systems, young people with higher levels of civic knowledge tend to be more tolerant, while, in contrast, young people with low levels of civic knowledge tend to be less tolerant. Grade eight ICCS 2016 data indicate that in each of the 14 European educational systems, civic knowledge shows the strongest association with tolerance toward immigrants relative to the impact of individual background variables.
Evaluating the Impact of the Investing in Innovation Fund (i3) UPSTART Project on Rural Preschoolers&apos; Early Literacy Skills
Author: Hobbs, L. Jon
Date: 2017-04-29
Type: Reports - Research
Subjects: Computer Assisted Instruction,Preschool Education,School Readiness,Emergent Literacy,Reading Instruction,Preschool Children,Instructional Effectiveness,Rural Education,Educational Technology,Mathematics Instruction,Alphabets,Phonological Awareness,Decoding (Reading),Vocabulary,Oral Language,Listening Comprehension,Visual Discrimination,Auditory Discrimination

UPSTART is a federally funded i3 validation project that uses a computer-based program to develop the school readiness skills of preschool children in rural Utah. Researchers used a randomized control trial design to evaluate the impact of the program in advancing children's early literacy skills. Preschoolers in the experimental group were randomly assigned to the UPSTART Reading software, while control group students were assigned to UPSTART Math. Standardized early literacy assessments were administered prior to program commencement and upon completion. Results revealed that there was a significant difference in children's mean scores on measures of letter knowledge and phonological awareness, after controlling for prior knowledge, missing pre-test data, and children's school district between those who participated in UPSTART Reading and those in the comparison group. There were no differences between the two groups on assessments measuring vocabulary and oral language or listening comprehension.
Bolstering the Board: Trustees are Academia&apos;s Best Hope for Reform
Author: Schalin, Jay
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Governing Boards,Governance,Higher Education,College Administration,Educational History,United States History,Institutional Characteristics,Stakeholders,Participative Decision Making,Academic Freedom,Accreditation (Institutions),Institutional Autonomy,Collegiality,College Faculty,Power Structure,Guides,Collective Bargaining

Two conditions are needed to effect large-scale reforms in academia: a hierarchical, top-down system of governance that can enact sweeping changes, and for that system to be controlled or heavily influenced by those outside the system. Strong board governance provides both of those conditions. Most university boards, especially the public ones, were created by charters or statutes that placed the board fully in charge, and, remarkably, the boards legally retain much of their power. And yet, because of a variety of pressures and distortion, most boards have relinquished their rightful positions atop college and university governance. This report is intended to operate on two levels. One is to make the case for stronger board control. Such a hierarchical system, rather than the distributed shared governance system that exists now, is necessary to effect large-scale reform. Shared governance is a sacred cow that needs to be gored. The report also works on a more immediate, pragmatic level, providing many solutions that can be implemented individually to begin the process of reforming governance. In most situations, boards still have extensive legal authority. They merely need to exercise their existing authority to put the brakes on many of academia's excesses.
Federal Policy Priorities to Accelerate Education Innovation
Author: Patrick, Susan
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Public Policy,Federal Government,Educational Policy,Educational Innovation,Elementary Secondary Education,Preservice Teacher Education,Administrator Education,Educational Legislation,Higher Education,Federal Legislation,Access to Education,Student Costs,Student Financial Aid,Diversity (Faculty),Access to Computers,Internet,Competency Based Teacher Education,Educational Assessment

The Aurora Institute's 2020 Federal Policy Priorities are an equity-driven and future-focused set of recommendations designed to ensure the nation's education system is fit for purpose. The priorities are intentionally constructed to support moving states and localities forward from their current state of education to future systems capable of preparing all graduates with the knowledge, abilities, and dispositions necessary to achieve success, to contribute to their communities, and to advance our society. Policymakers at all levels are positioned to take advantage of existing law and policy--or adopt effective strategies being piloted around the country--to move K-12 education toward its higher purpose. At the federal level, these priorities call on national leaders to: (1) Prepare Educator-Leaders for the Future; (2) Increase Access and Affordability to Diversify Educator Talent Pools; (3) Expand the Innovative Assessment Pilot; and (4) Increase Access to Broadband Connectivity.
2019 Summary of Advances in Autism Spectrum Disorder Research
Author: US Department of Health and Human Services, Interagency Autism Coordinating Committee
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Clinical Diagnosis,Predictor Variables,Language Acquisition,Preschool Children,Environmental Influences,At Risk Persons,Intervention,Behavior Modification,Incidence,Symptoms (Individual Disorders),Etiology,Quality of Life,Needs,Individual Characteristics,Language Impairments,Genetic Disorders,Diseases,Pollution,Disadvantaged,Child Development,Prenatal Influences,Pregnancy,Siblings,Program Effectiveness,Socialization,Mental Health,Health Insurance,Access to Health Care,Racial Differences,Ethnicity,Suicide,Adolescents,Vocational Rehabilitation,Postsecondary Education,Employment Level,Cognitive Ability,Research Methodology

Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field. The &quot;2019 IACC Summary of Advances&quot; provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles nominated by the members. The 20 studies selected for 2019 have provided new insight into disparities in autism spectrum disorder (ASD) diagnoses, predictors of language development in preschoolers with ASD, and the impact of various environmental factors on ASD risk. The advances also include studies of behavioral interventions for children with ASD, strategies to train therapists in publicly funded mental health services, supports for transition-age youth and young adults, and ASD prevalence estimates in 4-year-old children. Articles in the &quot;IACC Summary of Advances&quot; are grouped according to the topics represented by the seven questions of the &quot;IACC Strategic Plan for ASD&quot;: (1) How can I recognize the signs of ASD, and why is early detection so important?; (2) What is the biology underlying ASD?; (3) What causes ASD, and can disabling aspects of ASD be prevented or preempted?; (4) Which treatments and interventions will help?; (5) What kinds of services and supports are needed to maximize quality of life for people on the autism spectrum?; (6) How can we meet the needs of people with ASD as they progress into and through adulthood?; and (7) How do we continue to build, expand, and enhance the infrastructure system to meet the needs of the ASD community? Citations for the articles selected for the &quot;2019 IACC Summary of Advances,&quot; as well as a complete listing of those nominated, are included at the end of the document. [For the 2018 Summary, see ED598984.]
Can Teaching Fractions Improve Teachers&apos; Fraction Understanding? Insights from a Causal-Comparative Study
Author: Fuchs, Lynn S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Fractions,Mathematics Instruction,Mathematics Teachers,Tutors,Graduate Students,Elementary School Mathematics,Grade 3,Grade 4,Grade 5,Reading Instruction,Reading Comprehension,Teacher Improvement

The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers' understanding of fractions. University master's students (n = 25) conducted tutoring focused on fraction magnitude using number line representations across 39 sessions (3 per week) at grades 3-5. The contrast condition, 17 master's students drawn from the same pool of research assistant applicants, conducted tutoring designed to improve science and social studies text comprehension over 42 sessions (3 per week) at grades 3-5. In the fractions condition, students were at risk for mathematics difficulty; in the text comprehension condition, at-risk for reading difficulty. Across conditions, tutoring was similarly structured, with ongoing support to implement methods with fidelity while permitting flexibility to address individual student needs. When tutoring ended, accuracy of number line placement of single fractions and fraction sums as well as single whole numbers and whole number sums was assessed. Results indicated superior accuracy for fraction tutors over text comprehension tutors on fraction sums, with an effect size of 0.75. The effect size for placement of single fractions was 0.47. Implications are extrapolated from this study's sample of tutors to preservice and inservice teachers. [This paper is the in press version of an article that will be published in &quot;The Elementary School Journal.&quot;]
Troubling Trends: An International Decline in Attitudes toward Reading. IEA Compass: Briefs in Education. Number 8
Author: Hooper, Martin
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Achievement Tests,Foreign Countries,Grade 4,Reading Achievement,International Assessment,Reading Tests,Reading Attitudes,Educational Trends,Student Attitudes,Parent Attitudes

Trend results from the Progress in International Reading Literacy Study (PIRLS) show a decline from 2001 through 2016 in most countries in fourth graders' and their parents' reading attitudes, as measured by students like reading and parents like reading scale scores. Average students like reading scale scores, as reported by the students themselves, decreased between 2001 and 2016 in 13 of the 18 countries that participated in all cycles of PIRLS. Educators and educational policymakers should take notice of these falling trends in reading attitudes. Current curricula may need to be reevaluated to support the development of positive attitudes toward reading. Given that the results show the decline in reading attitudes involves not just students but also parents, policymakers should consider widespread campaigns and programs to promote positive attitudes toward reading among adults and families.