ethanporcaro/eric-fulltext-meta huggingface dataset:
Varying Degrees: New America&apos;s Annual Survey on Higher Education
Author: Fishman, Rachel
Date: 2017-08-00
Type: Reports - Research
Subjects: Higher Education,Educational Attitudes,Public Opinion,Social Mobility,Educational Benefits,Generational Differences,Educational Policy,Educational Finance,Government Role,Attitude Change,Education Work Relationship,Employment Opportunities,Academic Degrees,Racial Differences,Expectation,Political Affiliation,Student Costs,Federal Aid,State Aid,Community Colleges,Public Colleges,Private Colleges,Family Income

Americans believe in the tremendous potential of higher education--but they also feel that higher education is falling short of that promise. New America's inaugural annual poll about perceptions of higher education reveals a gap between what higher education could, and should, be and what higher education currently is. &quot;Varying Degrees: New America's Annual Survey on Higher Education&quot; surveys 1,600 Americans ages 18 and older to better understand their perceptions of and knowledge about higher education and economic mobility. The survey shows unifying themes as well as differences across age, gender, generation, region, and socioeconomic status when it comes to the value of a college education, who is responsible for student success, the ideal role of government, and the goal of higher education. This survey provides an important opportunity to see how the opinions of and knowledge about higher education of older generations such as the Silent Generation and the Baby Boomers compare to Millennials and their younger counterparts, Generation Z. The survey data can help inform education policy and funding decisions that affect all Americans, but particularly current and prospective college students. This year's findings will also serve as a baseline to measure shifts in beliefs and perceptions over time.
Ed Tech and Educational Opportunity during the COVID-19 School Closures: A Case Study of Chennai, Tamil Nadu
Author: Vegas, Emiliana
Date: 2021-08-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Institutional Characteristics,Public Schools,Private Schools,Socioeconomic Status,Gender Differences,COVID-19,Pandemics,School Closing,Barriers,Equal Education,Elementary School Students,Educational Practices,Access to Computers,Learning Activities,Parent Role,Distance Education,Access to Education,Attendance,Fees,Family Income

The purpose of this study is to identify gaps and challenges in the use of education technology (ed tech) in Chennai, Tamil Nadu during COVID-19. Specifically, the authors investigated how use of ed tech differed by type of school (government or private), household socioeconomic status, and student gender--and how it changed during the COVID-19 school closures. Ultimately, the authors wanted to know how the use of ed tech may exacerbate or mitigate the unequal impact of school closures on student learning. The survey findings indicate that during the pandemic-related school closures, students in private schools and those from high-socioeconomic status households have more access to digital devices and are more engaged in regular educational activities during COVID-19 than their peers in government schools and from low-socioeconomic status households; findings also indicate that girls are more likely than boys to have access to digital devices for learning and to engage in more regular educational activities. Unsurprisingly, parents turned out to be a major source of educational activities of young children during the school closures. Altogether, these preliminary results shed light onto a likely growing inequality of educational opportunity in India and around the world, suggesting the need for policymakers to broaden access to continuous and equitable learning opportunities across the student population.
Growth Mindset Interventions. Intervention Report. Supporting Postsecondary Success Topic Area. NCEE 2022-006
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Cognitive Structures,Intervention,Enrollment,Academic Achievement,Academic Persistence,College Students,Program Effectiveness,Program Implementation,Program Costs,Educational Research

Large numbers of students who enroll in college do not complete a degree. Yet, earning a college degree is one of the primary pathways for economic success and is increasingly required for good jobs and high wages. The way students interpret early academic struggles in college may affect whether or not they remain enrolled. If students attribute their academic challenges to a perceived lack of intelligence or inability to succeed in college, they may be less likely to persist. &quot;Growth Mindset&quot; interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a &quot;malleable&quot; characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Growth Mindset&quot; interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of &quot;Growth Mindset&quot; interventions. Six of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of Growth Mindset interventions on postsecondary students--including Black, White, Hispanic, first-generation, and Pell grant-eligible students--in both public and private postsecondary settings. [For the Intervention Brief, see ED617275. For the Intervention Report Snapshot, see ED617278.]
Growth Mindset Interventions. Intervention Brief. Supporting Postsecondary Success Topic Area. NCEE 2022-006
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Cognitive Structures,Intervention,Enrollment,Academic Achievement,Academic Persistence,College Students,Program Effectiveness,Program Implementation,Program Costs,Educational Research

Large numbers of students who enroll in college do not complete a degree. If students attribute their academic challenges to a perceived lack of intelligence or inability to succeed in college, they may be less likely to persist. &quot;Growth Mindset&quot; interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a &quot;malleable&quot; characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Growth Mindset&quot; interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of &quot;Growth Mindset&quot; interventions. Six of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of Growth Mindset interventions on postsecondary students--including Black, White, Hispanic, first-generation, and Pell grant-eligible students--in both public and private postsecondary settings. This Intervention Brief provides an overview of the full Intervention Report. [For the Intervention Report, see ED617271. For the Intervention Report Snapshot, see ED617278.]
From Immediate Acceptance to Deferred Acceptance: Effects on School Admissions and Achievement in England. Discussion Paper No. 1815
Author: Terrier, Camille
Date: 2021-11-00
Type: Reports - Research
Subjects: Admission (School),Socioeconomic Status,Low Income Students,Social Differences,Foreign Countries,Disadvantaged,Admission Criteria,School Districts,Educational Quality,Institutional Characteristics,Academic Achievement,Student Characteristics,Comparative Analysis,Parent Attitudes,Preferences,Competition,Elementary Secondary Education

Countries and cities around the world increasingly rely on centralized systems to assign students to schools. Two algorithms, deferred acceptance (DA) and immediate acceptance (IA), are widespread. The latter is often criticized for harming disadvantaged families who fail to get access to popular schools. This paper investigates the effect of the national ban of the IA mechanism in England in 2008. Before the ban, 49 English local authorities used DA and 16 used IA. All IA local authorities switched to DA afterwards, giving rise to a cross-market difference-in-differences research design. Our results show that the elimination of IA reduces measures of school quality for low-SES students more than high-SES students. After the ban, low-SES students attend schools with lower value-added and more disadvantaged and low-achieving peers. This effect is primarily driven by a decrease in low-SES admissions at selective schools. Our findings point to an unintended consequence of the IA to DA transition: by encouraging high-SES parents to report their preferences truthfully, DA increases competition for top schools, which crowds out low-SES students.
Growth Mindset Interventions. Intervention Snapshot. Supporting Postsecondary Success Topic Area. NCEE 2022-006
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Cognitive Structures,Intervention,Enrollment,Academic Achievement,Academic Persistence,College Students,Program Effectiveness,Program Implementation,Program Costs,Educational Research

&quot;Growth Mindset&quot; interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a &quot;malleable&quot; characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report explores the effects of &quot;Growth Mindset&quot; interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of &quot;Growth Mindset&quot; interventions. Six of these studies meet WWC standards. This Intervention Snapshot provides a table based on the findings from these six studies including an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings. The improvement index is a measure of the intervention's effect on an outcome. [For the Intervention Report, see ED617271. For the Intervention Brief, see ED617275.]
Personalized Learning in Social Studies Teacher Education
Author: Patterson, Timothy
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Individualized Instruction,Social Studies,Teacher Education,Inquiry,Educational Technology,Technology Uses in Education,Active Learning,Electronic Learning,Preservice Teachers

Social studies teachers are asked to do the seemingly impossible: cover a broad array of content during the school year while also instilling critical reading and writing skills and developing a broadly defined civic identity. How can they effectively prepare to meet these ambitious goals? In this guide, I argue for the place of personalized learning in social studies teacher education. Making inquiry the centerpiece of social studies teacher education will facilitate the move towards personalized learning in lesson planning, curriculum design, and assessment. Through inquiry-related activities and projects, supported by digital and communicative technologies and a sociocultural approach to content planning, social studies teachers have the ability to enhance students' personal competencies, facilitating mastery in a broad array of social studies knowledge and skills.
Upskilling and Reskilling: The Impact of the COVID-19 Pandemic on Employers and Their Training Choices. Research Report
Author: White, Ian
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Vocational Education,Job Skills,Employers,Job Training,Foreign Countries,Government Role,Business,Technology Integration,Online Courses,Apprenticeships,Technological Literacy,Delivery Systems,Disease Control,Recruitment,Teleworking,Industry

The public health measures established to control the spread of the COVID-19 pandemic have created uncertain economic conditions in Australia, significantly impacting on the activities of businesses. As the country continues to adjust to living with the virus, it is important that the vocational education and training (VET) sector understands the skill needs of employers as they navigate the accelerating technological advances and the structural changes to the economy created by the pandemic. Using findings from the 2021 Survey of Employer Use and Views of the VET System and other complementary sources, this report examines the impact of the COVID-19 pandemic on employers and its effects on their training choices.
&quot;Creativity Requires Freedom&quot;: What Will It Take to Create Space within Our Education System to Think and Design Creatively?
Author: Chand, Sunanna
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Creativity,Student Centered Learning,Educational Change,Self Expression,School Community Relationship,Inclusion,Personal Autonomy,Fatigue (Biology),Mental Health,Elementary Secondary Education,COVID-19,Pandemics

In mid-June, the Center on Reinventing Public Education (CRPE), in partnership with the Reinvention Lab powered by Teach For America, gathered a &quot;change-maker&quot; group of students, educators, and education leaders. The people who gathered were committed to a learner-centered, radically different future of education. The question posed to the group, when faced with a summer that could lead to a &quot;return to normal school&quot; in most of the country, was: How do we help schools prevent &quot;back to normal&quot; inertia and fuel change? One key theme, and the nuances of that theme, kept trickling into the conversation as a potential answer to this question: &quot;Create space.&quot; How can school systems and communities not only create the space to be creative but in those spaces build a momentum for change that will defeat the pull to &quot;return to normal&quot;? A few ideas came through in the discussion.
A Snapshot of Open Enrollment Trends in Rural Minnesota
Author: Asche, Kelly
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Enrollment Trends,Open Enrollment,Rural Schools,School Districts,Regional Schools,Metropolitan Areas,Competition,School Size,Educational Environment,Hispanic American Students,Minority Group Students,Sustainability,School Choice,Institutional Characteristics,Elementary Secondary Education

The number of students choosing to open enroll in Greater Minnesota has been trending upward consistently since the policy was developed, but within the last ten years, these patterns have been intensifying, and in such a way that they are impacting how districts plan their programming, busing, and finances. Many districts are even be forced to rethink their communications strategies to take advantage of the growing inflow of students into their districts or to slow the outflow of students away from their districts. And with the continuing decline in enrollment in rural districts (64% of rural districts have a lower enrollment in 2017 compared to 2006), it isn't surprising that a cordial competition for these students has sprung up. Fewer students equals fewer dollars for salaries, facilities, and programs. Within the churn of open enrollment, a pattern has emerged over the last ten years where now nearly half of the school districts outside the seven-county metro area fall into two categories: (1) districts that have experienced a net gain in open enrollment students every year; or (2) districts that have experienced a net loss in open enrollment every year. This report provides an analysis of open enrollment trends, dividing the districts in Greater Minnesota into two groups, &quot;rural&quot; and &quot;regional center.&quot;
Virtual Learning, Now and Beyond
Author: Pitts, Christine
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Distance Education,COVID-19,Pandemics,Sustainability,Educational Quality,Access to Computers,Disadvantaged,Parent School Relationship,School Community Relationship,Teacher Empowerment,Instructional Leadership,Elementary Secondary Education

The pandemic-fueled expansion of online learning will certainly persist beyond the pandemic, and schools must ensure that the transition creates accessible, high-quality options for all students. Most recently, the surge in COVID-19 Omicron variant cases and persistent ambiguity around whether and how to close schools reinforces the fact that we have failed to build intentional on-ramps to virtual education. State and local leaders can employ evidence from past online learning efforts, emerging best practices, and data from the pandemic to understand how to build a path forward that capitalizes on the potential of online learning, while avoiding the pitfalls. Virtual learning is not going away, but it must improve, especially for students of color and those facing economic insecurity. The bottom line is that students cannot afford to repeat the emergency distance learning that took place in 2020 and 2021. This brief provides a guide for education leaders and policymakers building a path to sustainable and quality virtual learning. It includes four steps school system leaders can take in the short and longer term to harness the potential of online learning, avoid pitfalls that made it ineffective, and ensure students have equitable access to high-quality learning opportunities that meet their needs.
Where Do We Go Next? Youth Insights on the High School Experience during a Year of Historic Upheaval
Author: Flanagan, Sean K.
Date: 2021-00-00
Type: Reports - Research
Subjects: High School Students,Educational Experience,Futures (of Society),Mental Health,Well Being,Race,Racial Bias,Educational Opportunities,College Readiness,Career Readiness,Corporations,High School Graduates,Graduation Rate,Pandemics,COVID-19,Social Justice,Interpersonal Relationship,Caring,Access to Education,Justice,Social Action,Gender Differences,Sexual Identity,Food,Hunger,Ethnicity,Peer Relationship,Student Attitudes,Teacher Student Relationship,Curriculum Design,Equal Education,Student Characteristics,Nonprofit Organizations

&quot;Where Do We Go Next?&quot; explores three interconnected areas of young people's lives that have been particularly salient over the past year and are fundamental to supporting their learning and growth in the future. Those three areas are young people's sense of wellbeing, including their mental health and relationships; their opportunities to learn about race and racism in school and how that affects the ways they understand and engage with the world around them; and their plans for after high school and sense of readiness for pursuing those plans.
Pods in Action: Hyde Park Neighborhood Club. A Community Organization Treats Students as Individuals
Author: Lawrence, Rebecca
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Organizations,COVID-19,Pandemics,Elementary School Students,Middle School Students,Child Care,Online Courses,School Closing,Educational Technology,After School Programs,Student Needs,Recreational Activities,Scheduling,Financial Support,Small Classes,Agency Cooperation

Hyde Park Neighborhood Club (HPNC) is a small, hyper-local community-based organization that, before the pandemic, provided after-school care and enrichment to children living on the South Side of Chicago. During the pandemic, HPNC created a learning pod for children in grades K-8 to provide parents in the community with childcare and students with online learning support. HPNC staff supervised students' online learning and provided social experiences that were designed to mimic those that students would experience in school in a normal year. Key Lessons: (1) a community organization that provided after-school programs overcame scheduling challenges and competing parent demands to provide in-person support and enrichment to students in Chicago's Hyde Park neighborhood when school buildings closed during the first months of the COVID-19 pandemic in spring 2020; and (2) the organization hopes to provide more structured individual support to students after the pandemic, but faces logistical barriers and, more critically, a shortage of clear funding sources.
How Arkansas Implemented Its Computer Science Education Program
Author: Fowler, Brian
Date: 2021-09-00
Type: Reports - Research
Subjects: Computer Science Education,State Programs,Program Implementation,Elementary Secondary Education,Faculty Development,Teacher Recruitment,Preservice Teacher Education,Advisory Committees,Educational Policy,School Business Relationship,Curriculum Development,Inclusion

Computer science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration, among others. As these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. Based on prior analysis and expert consultation, the authors selected 11 country, state, and provincial CS-education case studies with lessons that can apply broadly to other education systems. These cases come from diverse global regions and circumstances and have implemented CS education programs for various periods and to different levels of success. As such, the authors have examined information to extract lessons that can lead to successful implementation. This study will focus on the development of CS education in Arkansas. With regular funding, bipartisan political support, and strong executive leadership, Arkansas has made considerable progress at improving CS education since the beginning of the Hutchinson gubernatorial administration in 2015. To help guide key policy decisions, Governor Hutchinson appointed task force groups that included representatives from teacher associations, businesses, and government agencies. These stakeholders gave policymakers influential advice on teacher recruitment and training, student engagement activities, and curriculum standards.
Scaling Education Innovations for Impact in Low- and Middle-Income Countries during COVID: Reflections on Key Themes
Author: Olsen, Brad
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Developing Nations,Foreign Countries,Educational Innovation,COVID-19,Pandemics,Educational Change,Best Practices

Interest in scaling promising innovations to effect systemic change in education around the world has grown over the last decade. The work of scaling education innovations (up, out, down, and into deep and lasting impact) has always required nimble attention to the unpredictability of implementation. Much has been written about the need for adaptive mindsets, planning for scale at the beginning, enlisting allies and champions, and embedding continuous improvement loops into the whole process (Al-Ubaydli, List, &amp; Suskind, 2019; Gargani &amp; McLean, 2019; Perlman Robinson, Curtiss, &amp; Hannahan, 2020). As challenging as scaling is under ordinary 21st-century circumstances, it has become downright arduous over the last two years due to the global COVID-19 pandemic. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year. [This project is supported by the Global Partnership for Education Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education (GPE) and the International Development Research Centre (IDRC).]