ethanporcaro/eric-fulltext-meta huggingface dataset:
The Drawbacks of Universal Pre-K: A Review of the Evidence. Issue Brief
Author: Eden, Max
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Preschool Education,Access to Education,Educational Benefits,Barriers,Early Childhood Education,Educational Research,Educational Policy,Disadvantaged,Middle Class,Politics of Education,Equal Education,Role of Education,Child Care,Educational Finance,Child Care Centers,Outcomes of Education,School Readiness

Expanded public subsidies for child care and prekindergarten command solid bipartisan support. According to recent polling, two-thirds of Republicans and nearly nine out of 10 Democrats would like to see Congress increase federal investment in early education. At the state level, public investment and student enrollment in prekindergarten increased at a faster rate in single-party-control Republican states than it did in Democratic states during the first half of the last decade. The child-care industry has been deeply affected by the coronavirus pandemic and attendant lockdowns. A report from the National Women's Law Center estimated that about one in five child-care workers lost their jobs between February and July 2020. Even before the pandemic, progressive politicians--including many of the Democratic presidential candidates--were calling for unprecedented expansions to federal investment in early education. This issue brief analyzes the research on early education. First, it presents and contextualizes the arguments made by early-education advocates and the research used to support those arguments. Then it reviews other studies that are frequently elided or ignored but that are more relevant to contemporary policy debates. These studies present a consistent pattern: while early education &quot;can&quot; be a profound boon for deeply disadvantaged students, it can also set disadvantaged students further back and potentially do lasting harm to students born into middle-class families.
Degrees per All
Author: Maryland Higher Education Commission
Date: 2020-09-00
Type: Reports - Research
Subjects: Undergraduate Students,Productivity,Academic Degrees,Educational Trends,Educational Attainment,Achievement Gap,Gender Differences,Racial Differences,Benchmarking,Enrollment,Full Time Equivalency,Bachelors Degrees,Associate Degrees

This report provides information on degree productivity for certain undergraduate student populations at Maryland's four-year public institutions. The data address trends from 2014 to 2018 using the measure Degrees per All (DpAll), which is a derivative of the measure degrees per 100 students. DpAll incorporates identifiable characteristics, such as race/ethnicity and gender, into assessing degree productivity to provide a more inclusive degree attainment measure. In other words, DpAll is the measure of degree productivity of any student population. This report concludes with policy recommendations at the state- and institution-level that focus on goals to close the degree attainment gaps.
The Effect of the New Tech Network Design on Students&apos; Academic Achievement and Workforce Skills
Author: Stocks, Eric
Date: 2021-01-01
Type: Reports - Research
Subjects: Academic Achievement,Job Skills,High School Students,Integrated Curriculum,Active Learning,Student Projects,Program Effectiveness,College Entrance Examinations,Occupational Tests

The effect of the New Tech Network (NTN) design on students' academic achievement and workforce skills was tested in several schools in the southeastern United States. Results are provided for a sample of four treatment and four matched and equivalent control schools. Results suggest that the NTN treatment in schools implementing with fidelity significantly improved NTN students' academic achievement, as measured by composite ACT scores (English, Mathematics, Reading, and Science) and significantly improved students' critical thinking skills, mathematical reasoning skills, and workforce problem solving techniques, as measured by ACT WorkKeys Applied Mathematics scores. Results also suggest that the NTN treatment did not significantly improve students' abilities to read, understand, and use written text on the job, as measured by scores on the ACT WorkKeys Reading for Information assessment, and did not significantly improve students' abilities to locate, synthesize, and use information from workplace graphics, as measured by scores on the ACT WorkKeys Locating Information assessment.
A Qualitative Exploration of AB 705 Implementation: Report of Statewide Interview Results
Author: White, Michelle
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,State Legislation,Educational Legislation,Student Placement,Two Year College Students,Student Evaluation,College English,College Mathematics,Equal Education,Barriers,Program Effectiveness,Program Implementation,Academic Achievement

As of fall 2019, the California Community Colleges Chancellor's Office required all California community colleges (CCC) to be in compliance with Assembly Bill 705 (AB 705). CCC were required to implement multiple measures placement policies for math and English that would maximize the likelihood that students with an educational goal of degree or transfer complete English and math requirements appropriate to their goal within a one-year timeframe. Though not legally mandated by AB 705, colleges are also addressing equity gaps that developed and persisted under the previous assessment testing and placement model. The Research and Planning Group for California Community Colleges (RP Group) Multiple Measures Assessment Project (MMAP) research team, in partnership with the California Community Colleges Chancellor's Office, interviewed colleges throughout the state that were identified as scheduling either an average of 80% or more, or 65% or fewer English and math courses at transfer-level in fall 2019. Colleges were selected from a stratified random sample of all California Community Colleges within each of the seven Vision for Success regions. The purpose of these interviews was to better understand the factors that influence varying levels of and approaches to implementation of AB 705. The interviews were structured around the following research questions: (1) How did colleges determine the placement rules they are currently using? What influenced their decisions?; (2) What are the most positive outcomes of AB 705 thus far?; (3) What are the greatest challenges colleges have faced with their implementation of AB 705?; (4) What is the overall belief in student capacity to succeed in transfer-level English and math courses?; (5) How are colleges supporting students in transfer-level courses? Does any one method seem to be working better than others?; and (6) How are colleges addressing equity gaps in transfer-level courses with regards to enrollment and throughput?
Report to Congress on the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program, Award Years 2008-09 through 2017-18. A Report to Congress in Response to Section 420P of the Higher Education Act of 1965, as Amended
Author: Department of Education (ED)
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Grants,Federal Aid,Student Financial Aid,Preservice Teacher Education,Academic Degrees,Geographic Location,Intellectual Disciplines,Student Loan Programs

The Teacher Education Assistance for College and Higher Education (TEACH) Grant Program was authorized by the College Cost Reduction and Access Act (CCRAA), which was enacted on September 27, 2007. Pub. L. No. 110-84. The CCRAA requires the U.S. Department of Education (Department) to submit this biennial report to Congress on the TEACH grant program, which shall include: (1) the number of TEACH grant recipients; (2) the degrees obtained by such recipients; (3) the location, including the school, local educational agency, and State, where the recipients completed the service agreed to, and the subject taught; (4) the duration of such service; and (5) any other data necessary to conduct such evaluation. 20 U.S.C. §1070g-4.
An Investigation of Pre-Service English Teachers&apos; Self-Efficacy in Web Pedagogical Content Knowledge
Author: Bagci, Hakki
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Self Efficacy,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Internet,Web Based Instruction,Gender Differences,Social Media

The aim of this study is to identify pre-service English teachers' self-efficacy in web pedagogical content knowledge. The Web Pedagogical Content Knowledge (WPCK) is valuable in comparison to other technology-based models (e.g. TPACK) as it offers a holistic approach by integrating content knowledge with web knowledge specifically rather than focusing on technology in general. The sample of this study consists of 110 pre-service English teachers studying at two state universities in Istanbul and Sakarya, Turkey in the academic year of 2018-2019. The data was collected through &quot;The Scale of Web Pedagogical Content Knowledge&quot; developed by Lee, Tsai and Chang (2008) and adapted into Turkish by Horzum (2011). The data was analyzed through SPSS and the variables university, grade, gender, daily amount of time spent on the internet and social media were considered in addition to identifying participants' competence levels. The findings demonstrate that the participants have a high level ('I totally agree') of self-efficacy in the five sub-dimensions of WPCK. Out of the variables, only grade is observed to have a significant effect while university, gender, daily amount of time spent on the internet and daily amount of time spent on social networks are observed to have a no significant effect on self-efficacy levels. The analysis offers insights into preservice teachers' competence and self-efficacy in the use of web for pedagogy, content knowledge, pedagogical knowledge and the integration of them. The findings of this study are expected to contribute to pre-service teacher training and the successful integration of the web into content knowledge for pedagogic purposes.
Supporting the Pathways to Postsecondary Education for Rural Students: Challenges, Opportunities, and Strategies for Moving Forward
Author: Means, Darris R.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Rural Education,Postsecondary Education,College Readiness,Access to Education,Student Needs,Political Influences,Social Influences,Rural Schools,Barriers,College Attendance,School Counselors,Counselor Role,State Policy,Public Policy,Educational Policy,At Risk Students,Leadership Responsibility,College Role,School Personnel,Role,High School Students

Since the 2016 presidential campaign, for better or worse, the general public and media have placed rural America in the national spotlight. While the election placed an important spotlight on the lives, challenges, and strengths of people living in rural communities, the spotlight came with the perpetuation of myths of rural America (e.g., people from rural communities are white, ignoring the lives of rural people of color). The national attention on rural America has also elevated the stories of rural students as they navigate their pathways to and through postsecondary education (or not); these stories have been documented in the national media. The purpose of this research to practice brief is to serve as a resource for professionals who serve students as they make choices about pursuing postsecondary education. This report begins with a brief overview of the political and social contexts that shape rural schools and districts. The report then provides an overview of the factors that constrain and promote college access and enrollment for rural students. It concludes with strategies and recommendations for counseling professionals, college access and preparation program professionals, and higher education enrollment management and admission professionals to enhance college access and enrollment for rural students.
Bad IDEA: How States Block Federal Special Education Funding to Private and Religious School Students. White Paper No. 231
Author: Olson, Tom
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Federal State Relationship,Federal Aid,Special Education,Private Schools,Religious Schools,Students with Disabilities,Federal Legislation,Educational Legislation,Equal Education,Federal Regulation,Educational Finance,Elementary Secondary Education

The Individuals with Disabilities Education Act (IDEA) provides services to students who have disabilities. These IDEA-funded services are afforded to students between the ages of 3 and 21 who attend not only public schools (including charter schools), but also private schools. IDEA contains comprehensive guidelines on 3 processes which, by design, are meant to ensure that IDEA-funded services are granted without prejudice to any private school student who may by law be eligible to receive them. These processes IDEA refers to as &quot;child find,&quot; &quot;consultation,&quot; and &quot;proportionate share.&quot; For a variety of reasons, the execution of these processes has been decidedly flawed. As a result, tens of thousands of private school students with disabilities have been denied the services to which IDEA, as a federal law, entitles them. Relying on raw data from certain public-school districts and state departments of education regarding their respective execution of the &quot;child-find&quot; process, the authors assess the extent to which, nationwide, private school students' (and their teachers') fair and full access to IDEA-funded services has been systemically denied. Based on this assessment, the authors offer recommendations on how, in the short-term, the current IDEA statute and regulations might be better enforced and IDEA's regulations might be improved. In view of IDEA's anticipated re-authorization, the authors also offer recommendations on how Congressionally approved statutory changes to the current law would ensure that, in the future, private school students will finally be able to freely and fully participate in IDEA.
Paving the Path to Success: A Snapshot of Career and College Counseling in India
Author: National Association for College Admission Counseling
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Career Counseling,High Schools,School Counselors,Counselor Role,College Bound Students,Barriers,School Counseling,Counselor Attitudes,Financial Support,Labor Supply,Institutional Characteristics,College Readiness,Incidence,Administrator Role,Geographic Location,School Personnel,Role,Data Collection,Counseling Services

According to a survey by NACAC and IC3 (International Career and College Counseling) Institute, 88 percent of Indian high school counselors believe their administration understands the importance of a dedicated career and college counseling program, and 70 percent agree that their school culture is supportive of counseling. However, many counselors reported barriers to implementing successful counseling programs, including lack of funding, lack of a dedicated counseling function in the school, and difficulty finding qualified professionals to fill counseling positions. Other key findings include: (1) 80 percent of survey respondents employ at least one dedicated counselor. These counselors have responsibilities including helping students explore careers, assisting with course selection, and educating families about college and career counselors for students; (2) Schools located in tier 3 cities are less likely to provide career and counseling services than schools in Tier 1 and, to a lesser extent, Tier 2 cities; (3) Common college counseling activities and services include hosting visits from colleges/universities (80 percent), providing advice and education about standardized testing (79 percent), and providing assistance with college applications (74 percent); (4) Common career counseling activities and services include career aptitude and/or interest assessments (74 percent), career days or career fairs (70 percent), and career development activities in the classroom (67 percent); and (5) Counselors who reported deficits in their school's counseling program cited specific issues, including: counseling is not taken seriously, a need for a counseling curriculum, and a need for more formal training for counselors. [The report was written in collaboration with the IC3 Institute.]
Transition Activities in the Office of Special Education and Rehabilitative Services, 2013
Author: Office of the Assistant Secretary (OAS) (ED/OSERS), Office of Policy and Planning (OPP)
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Transitional Programs,Special Education,Vocational Rehabilitation,Public Agencies,Federal Programs,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Technical Assistance,Administrative Organization,Research

The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to provide leadership to achieve full integration and participation in society of people with disabilities by ensuring equal opportunities in, access to, and excellence in education, employment and community living. In implementing this mission, OSERS administers programs that help educate children and youth with disabilities, provides for the rehabilitation of youth and adults with disabilities, and supports research to improve the lives of individuals with disabilities. For decades, the transition of youth with disabilities from school to adult life has received high priority from OSERS Office of the Assistant Secretary (OAS) and the three program components within OSERS: the Office of Special Education Programs (OSEP), the Rehabilitation Services Administration (RSA) and the National Institute on Disability and Rehabilitation Research (NIDRR). These offices award discretionary and formula grants to states, and execute regulatory and policy guidance in an effort to have a successful impact on education and employment outcomes for youth with disabilities. To build upon this priority and the history of accomplishments among the program components, the OSERS Transition Steering Committee (Steering Committee) was established. OAS and all three program components of OSERS are represented on the Steering Committee. The purpose of the Steering Committee is to facilitate the collaborative efforts of OSERS to improve outcomes for youth with disabilities in their transition from secondary school to adulthood. This 2013 publication describes past, present and upcoming OSERS transition activities, such as projects supporting youth with disabilities served by state agencies, written products offering technical assistance (TA) and OSERS-sponsored conferences facilitating the exchange of information among transition partners. It is intended to be used as a reference tool to broaden awareness of OSERS transition activities. Links offering more detailed information are provided whenever possible. A list of resources is included. [For the 2009 report, see ED515889.]
Louisiana&apos;s Educational Rights of Children with Disabilities: Special Education Processes + Procedural Safeguards
Author: Louisiana Department of Education
Date: 2020-01-00
Type: Guides - Non-Classroom
Subjects: Special Education,Public Schools,Student Rights,Students with Disabilities,Guides,Parents,Related Services (Special Education),Referral,Disability Identification,Eligibility,Individualized Education Programs,Educational Legislation,Confidentiality,Discipline,Student Placement,Private Schools,Equal Education,Federal Legislation,Evaluation Methods,Meetings,Student Needs,Accessibility (for Disabled),Parent Grievances,Grievance Procedures,Elementary Secondary Education,State Standards,Informed Consent

This guide was developed by the Louisiana Department of Education to help parents navigate the complex system that oversees special education in Louisiana's public schools. Each school year, local education agencies (LEAs) are required to provide parents a copy of the procedural safeguards. These safeguards are used to inform parents of the supports, services and protections offered by their local public school district.
What Happens When You Combine High School and College? The Impact of Early Colleges on Postsecondary Performance and Completion
Author: Edmunds, Julie
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: High Schools,Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,Academic Achievement,Academic Persistence,High School Students,Disproportionate Representation,College School Cooperation,Grade Point Average,First Generation College Students,Low Income Students,Minority Group Students,Educationally Disadvantaged,Achievement Gap,Academic Degrees,Outcomes of Education,College Students,Educational Attainment

Early colleges are an innovative model of schooling that combines high school and college. A 14-year, rigorous experimental study has been examining whether this model works. The study compares early college students who were accepted through a lottery to students who applied to early colleges but were not accepted through the lottery (the control group). This brief gives an overview of the early college model as implemented in North Carolina, the study's design, and the model's impacts on student outcomes. [This brief is based on the following peer-reviewed article: Edmunds, J.A., Unlu, F., Furey, J., Glennie, E., &amp; Arshavsky, N. (2020) What happens when you combine high school and college? The impact of the early college model on postsecondary performance and completion. &quot;Educational Evaluation and Policy Analysis&quot; (EJ1253291).]
A Third-Grade Teacher&apos;s Guide to Supporting Family Involvement in Foundational Reading Skills. REL 2021-086
Author: Kosanovich, Marcia
Date: 2021-04-00
Type: Guides - Classroom - Teacher
Subjects: Grade 3,Elementary School Teachers,Family Involvement,Reading Skills,Parent Role,Literacy Education,Elementary School Students,Parent Participation,Reading Instruction,Teaching Methods,Vocabulary Development,Phonological Awareness,Phoneme Grapheme Correspondence,Decoding (Reading),Writing Skills,Word Recognition,Reading Fluency,Reading Comprehension,Parents as Teachers,Reading Aloud to Others,Oral Reading,Story Reading,Spelling,Reading Strategies,Pronunciation,Vowels,Syllables,Inferences,Interpersonal Communication,Phonemes,Family Literacy,Grammar,Learning Activities,Video Technology,Error Correction

Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the more likely they are to become involved in their child's education. If teachers encourage and guide parents and caregivers to integrate literacy development into their daily routines, parents and caregivers may prioritize time to work with their child while also addressing their other responsibilities. Prior research has shown that text messages, email, phone calls, and learning management systems are useful ways for teachers to share information and motivate families to engage in literacy-related activities. This guide serves as a companion to the What Works Clearinghouse Educator's Practice Guide &quot;Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade&quot; for teachers and administrators. Materials for professional learning communities support the implementation of Recommendations from the practice guide. The practice guide and professional learning community materials are for teaching students at school, and this Third-Grade Teacher's Guide is to help teachers support families in practicing foundational reading skills with their child at home. [For &quot;Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade,&quot; see ED566956.]