ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies to Improve All Students&apos; Mathematics Learning and Achievement
Author: Arthur, Courtney
Date: 2017-00-00
Type: Collected Works - General
Subjects: Mathematics Instruction,Mathematics Achievement,Educational Improvement,Achievement Gap,Student Diversity,Student Needs,Faculty Development,Teacher Competencies,Culturally Relevant Education,Student Characteristics,Educational Quality,Students with Disabilities,English Language Learners,Low Income Students,At Risk Students,Cultural Awareness,Minority Group Students,Kindergarten,Elementary Secondary Education

This collection of six essays shares insights and strategies from the Education Development Center's (EDC) work to close opportunity gaps in mathematics education and support teachers in improving instruction. This report includes the following essays: (1) Adam's World: Reflections on the Achievement Gap; (2) Five Key Characteristics of Effective Diversity Training for Teachers; (3) Ella in Kindergarten: Building on Strengths; (4) Math for All: High-Quality Mathematics Instruction for Students with Disabilities; (5) Supporting English Learners in the Mathematics Classroom; and (6) Helping Children from Low-Income Communities Become Young Mathematicians.
Deepening Science Engagement with Challenge Based Learning: Research Report
Author: Iwatani, Emi
Date: 2020-00-00
Type: Reports - Research
Subjects: Science Instruction,Middle School Teachers,Learner Engagement,Middle School Students,Secondary School Science,Teacher Attitudes,Student Attitudes,Scoring Rubrics,Lesson Plans,Alignment (Education),National Standards,Problem Solving,Student Participation,Science Process Skills,Skill Development,Open Educational Resources,Design,Barriers,Workshops,Inquiry,Hands on Science,Student Projects

Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
Uncharted Waters: How a Whole-System Approach to Continuous Improvement Can Help Districts Chart a Course to Equity and Excellence This Pandemic School Year
Author: Trawick-Smith, Joseph
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Systems Approach,Pandemics,COVID-19,Equal Education,Strategic Planning,Crisis Management,Decision Making,Excellence in Education,Educational Improvement,Elementary Secondary Education,School Districts,Scheduling,Teaching Methods,School Community Relationship,Measurement Techniques,School Closing,Achievement Gap,Evidence Based Practice,Teacher Student Relationship,Family School Relationship,Data Analysis,Evaluation Methods

With the new school year now well under way, staff, students and families are still in desperate need of a clear strategic direction and set of tools for promoting equity and excellence in a moment of crisis. Nationally, we see school systems stepping up in new ways to provide this clarity, and seizing the moment afforded by these unusual circumstances to experiment with radically new models of decision-making, community engagement, school scheduling and staffing and instructional delivery. How? This paper makes the case that the key to districts making progress towards equity and excellence amidst so much uncertainty is a &quot;whole-system approach to continuous learning and improvement.&quot; We also provide seven concrete action steps that district leaders can take right away this school year to begin to take such an approach, and we provide a template dashboard to track and measure that work.
A Community Anchor: Student Perspectives about Career Education. A Community Anchor: Redesigning Career Education to Support Regional Economic Development
Author: Tan, Connie
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Student Attitudes,Career Education,Community Colleges,School Schedules,Grouping (Instructional Purposes),Experiential Learning,Program Development

This is the first brief in a series on learnings from career education (CE) opportunities in the California Community Colleges (CCC). The series begins on learnings from CE opportunities in the CCC system by highlighting what students described as most helpful in contributing to their success. These CE programs were aimed at helping students find meaningful jobs and careers with family-supporting wages, aligning curriculum with industry needs, encouraging timely completion, and providing students with work-based learning opportunities. It was found that students especially valued having a consistent schedule, being part of a student cohort, having a program-specific counselor, building foundational skills, and obtaining relevant work experience while enrolled in college. Learning from students' experiences in these programs can help colleges redesign their CE programs to better meet students' needs and support their regional economies. Students' perspectives are also relevant in the context of current reform efforts in the CCC such as Guided Pathways (GP), aimed at providing clear pathways and structured support for students. [Nancy Shulock was the co-principal investigator for this brief. For the second brief in the series &quot;A Community Anchor: College Personnel Perspectives about Developing and Implementing Career Education Programs. A Community Anchor: Redesigning Career Education to Support Regional Economic Development,&quot; see ED610773. For the final brief in the series &quot;A Community Anchor: A Review of Career Education Policy Barriers and Solutions. A Community Anchor: Redesigning Career Education to Support Regional Economic Development,&quot; see ED610774.]
3 Key Questions for Rethinking Student Safety Investments. An ERS Emerging Insights Brief
Author: Chang, Betty
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Educational Resources,School Safety,African American Students,Racial Bias,Violence,Police School Relationship,School Districts,Barriers,Educational Change,Databases,Administrator Attitudes,Elementary Secondary Education,Educational Environment,Resource Allocation,Holistic Approach,School Security,Security Personnel,Wellness,Minority Group Students

We all want our schools to be safe, inviting and positive places for all students. Unfortunately, that isn't always the case. We are grappling with a history of systemic racism and police brutality against Black Americans in our country--a national reckoning that is playing out in our schools, too. As the research base grows on the negative impacts of over-policing in schools, particularly for Black students, there is mounting pressure for districts to cut ties with police departments in favor of other investments to create the safe, welcoming, and supportive school climates that we want for all students. This &quot;emerging insights&quot; brief aims to support districts in engaging with 3 important questions, naming some of the common challenges and opportunities, to ultimately help align resource use to vision. We explore each key questions in more detail, sharing observations from more than 15 years of experience helping school systems transform how they use their resources to better support students, as well as learnings from existing research in the field, initial conversations with district leaders, and insights from our comparative financial database of over 25 districts.
How Parallel Surveys Helped KC Scholars Stay on the Path to Adult Learner Success. Adult Learner 360™
Author: Council for Adult and Experiential Learning (CAEL)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Adult Education,Adult Students,Educational Attainment,College Environment,College Students,School Surveys,Student Surveys,Stakeholders

KC Scholars is a 501(c)(3) organization working to increase postsecondary education attainment in the greater Kansas City metropolitan region. Its Adult Learner program covers adult residents in the Kansas City region with some college but no degree, and adults with associate degrees who want to earn a bachelor's degree. This brief report describes how parallel survey results helped institutions better serve adult learners and prepared them for adult students who had been disconnected from higher education.
The Cost of COVID: Understanding the Full Financial Impact of COVID-19 on Districts and Schools
Author: Zhou, Tiffany
Date: 2021-01-13
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Costs,Urban Schools,School Districts,School District Size,Educational Finance,Income,Student Needs,Barriers,Budgets,Federal Aid,Federal Legislation,Financial Support,Economically Disadvantaged,Equal Education,Enrollment,Social Development,Emotional Development,Academic Achievement,At Risk Students,Low Income Students,Minority Group Students,English Language Learners,Students with Disabilities,Time Factors (Learning),Tutoring

The full financial impact of COVID-19 is now unfolding for school districts, and it is a story of much more than PPE, hand sanitizer, and laptops. Looking ahead at the bigger picture, we see that the magnitude of cost pressures to come will far outweigh even the costs that districts have incurred to date. Particularly for large, urban school districts, COVID-19 has greatly exacerbated the &quot;triple squeeze&quot; of rising costs, declining revenue, and greater student need -- challenges that districts were contending with even before the pandemic struck. In this brief, we discuss our emerging perspectives on the long-term financial impacts of COVID-19 and implications for education leaders at all levels. This framework and early analysis can be used as a starting point for the field to engage in ongoing dialogue about each component of the challenge and to identify the actions needed from district, state, and federal leaders to turn a year of crisis into a moment for meaningful transformation.
A Community Anchor: College Personnel Perspectives about Developing and Implementing Career Education Programs. A Community Anchor: Redesigning Career Education to Support Regional Economic Development
Author: Tan, Connie
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Community Colleges,Career Education,Barriers,Educational Objectives,Faculty Development,College Administration,Labor Force Development,Economic Development,Work Experience Programs,Program Design,Program Implementation

This second brief on learnings from career education (CE) opportunities in the California Community Colleges (CCC) focuses on what college personnel described as barriers to designing and implementing programs with features that students find helpful, as described in the first brief of this series (ED610768) (e.g., cohorts, consistent course schedules, work-based learning opportunities). The authors found that faculty, staff, and administrators encountered a common set of challenges when implementing changes to their CE programs, including: (1) difficulty with garnering support from various constituency groups; struggles with setting realistic goals; (2) lack of professional learning opportunities; (3) capacity constraints; bureaucratic approval processes; and (4) difficulty engaging employer partners. Learning from college personnel's experiences can help colleges prepare for barriers and avoid pitfalls while redesigning their programs to better meet students' needs. Their perspectives are also relevant in the context of current efforts by the U.S. Department of Education to issue grants meant to expand short-term and work-based learning programs to address workforce needs and to revitalize the economy. [Nancy Shulock was the co-principal investigator for this brief. For the final brief in the series &quot;A Community Anchor: A Review of Career Education Policy Barriers and Solutions. A Community Anchor: Redesigning Career Education to Support Regional Economic Development,&quot; see ED610774.]
A Community Anchor: A Review of Career Education Policy Barriers and Solutions. A Community Anchor: Redesigning Career Education to Support Regional Economic Development
Author: Moore, Colleen
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Career Education,Educational Policy,Barriers,Curriculum Development,Economic Development,Program Effectiveness,Educational Improvement,COVID-19,Pandemics,Dislocated Workers,Educational Change,State Programs,Labor Force Development

This final brief in the series focuses on policy options that can foster more innovation and address challenges in career education (CE) program development. It is based on earlier research for a series of reports called &quot;Career Opportunities,&quot; aimed at identifying ways that state and system policy can best support the CE mission of the California Community Colleges (CCC). The authors: (1) revisit the primary recommendations from that series about barriers to more effective CE programs; (2) outline related actions the system has taken to address those barriers and improve CE in recent years; and (3) suggest opportunities for further changes to policy to promote the success of CE students. At a time when the COVID-19 pandemic and the resulting economic crisis are having particularly devastating effects on California's low-income populations and people of color, ensuring that state and system policies support community colleges to provide robust and relevant CE programs to the state's displaced workers may be critical to the state's economic recovery. [Nancy Shulock was the co-principal investigator for this brief. For the first brief in this series &quot;A Community Anchor: Student Perspectives about Career Education. A Community Anchor: Redesigning Career Education to Support Regional Economic Development,&quot; see ED610768. For the second brief in this series &quot;A Community Anchor: College Personnel Perspectives about Developing and Implementing Career Education Programs. A Community Anchor: Redesigning Career Education to Support Regional Economic Development,&quot; see ED610773.]
Colleges Resources. 2020 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Resources,Foreign Countries,Colleges,Income,Expenditures,Enrollment Trends,Trend Analysis,Student Financial Aid,School Personnel,Tuition,Grants,Educational Finance

This report shares data on college resources in Ontario as they relate to: (1) college system revenues and expenses; (2) trends in college funding; (3) human resources trends; and (4) student financial aid. Among the highlights are: (1) In 2018-19, college system revenues totalled almost $5.5 billion. Grant revenue from all sources accounted for only 37 per cent of college system revenue; (2) In 2018-19, real operating grants per full-time equivalent (FTE) student were eight per cent higher than in 2003-04 but 11 per cent lower than during the peak in 2007-08; (3) Colleges employ more than 50,000 people. From 2003-04 to 2018-19, the number of full-time staff employed at colleges increased by 34 per cent; and (4) In 2018-19, almost 160,000 college students were OSAP recipients. This represents 86 per cent of the total full-time post-secondary enrolment.
Score Comparability across Computerized Assessment Delivery Devices: Defining Comparability, Reviewing the Literature, and Providing Recommendations for States When Submitting to Title 1 Peer Review
Author: DePascale, Charlie
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Computer Assisted Testing,Scores,Intermode Differences,Influence of Technology,Testing Accommodations,Comparative Analysis,Educational Research,Handheld Devices,Computers

The purpose of this document is to provide information and advice to support states in meeting USED Peer Review Requirements related to demonstrating the comparability of test scores across various devices used for technology-based testing. The document is divided into four main sections. In the first section, we discuss and define the comparability of scores. In the second and third sections, we present a brief summary of relevant research on the comparability of state assessment scores. The second section contains a summary of two key areas of score comparability research: (1) comparability between paper-and-pencil and computer-based assessments and (2) research on score comparability issues associated with student accommodations. The third section of the paper contains a summary of emerging research and analyses of comparability issues dealing directly with the use of various technological devices. The fourth section contains a synthesis and interpretation of the research findings issued related to score comparability across devices, as well as our recommendations for the type of documentation and evidence that states should be compiling in order to address those issues and present a solid case for peer review. [This report was commissioned by the Council of Chief State School Officers (CCSSO) Technical Issues in Large-Scale Assessment (TILSA) State Collaborative on Assessment and Student Standards (SCASS). For an update (2020) to this report, see ED610778.]
Supplement to &quot;Score Comparability across Computerized Assessment Delivery Devices&quot;: An Update on Literature Produced since the June 2016 Report
Author: Council of Chief State School Officers (CCSSO)
Date: 2020-01-00
Type: Information Analyses
Subjects: Computer Assisted Testing,Scores,Intermode Differences,Influence of Technology,Educational Research,Handheld Devices,Computers,Familiarity,Test Items,Visual Aids,Comparative Analysis,Instructional Program Divisions,Intellectual Disciplines

Any body of research evolves over time. Previous understandings become more nuanced, ideas are supported or rebuked, and, eventually we arrive at a clearer view of the issue. The research on score comparability across computerized devices is no exception. CCSSO [Council of Chief State School Officers] and the Center for Assessment have published an update to a previous report on score comparability across computerized devices. The updated report supplements information in the prior report with research that has since been published or otherwise made available. This new research provides further nuance to the findings of the previous report, but does not change the main takeaway: Though differences in performance across devices are small, on average, and generally do not seem to follow any strong systematic trends, there are certain features of assessments and devices that have been linked to differential performance across devices, and thus may present barriers to comparability. Virtually all studies on this topic compare computers--both laptops and desktops--to tablets. Collectively, the current body of research suggests that students generally perform similarly across computerized devices. However, the research did find there can be some exceptions to this rule--exceptions that can often be traced back to student familiarity with a device or to specific types of items. As the body of research has begun to focus more closely on the specific aspects of devices or assessments that cause differences in performance, the methods have followed suit, becoming more sensitive and focused on detecting differences beyond the average overall scale score. Both the original report and the update provide recommendations for states on addressing potential barriers to score comparability across computerized devices. [Research updated September 2017. For the June 2016 report, see ED610777.]
With Schools Closed and Distance Learning the Norm, How Is Your District Meeting the Needs of Its Students? 10 Questions for Equity Advocates to Ask
Author: Digital Promise
Date: 2020-05-00
Type: Guides - General
Subjects: School Closing,Distance Education,COVID-19,Pandemics,School Districts,Student Needs,Equal Education,Access to Computers,Internet,Asynchronous Communication,Synchronous Communication,Students with Disabilities,English Language Learners,Faculty Development,Social Emotional Learning,Well Being,Family School Relationship,Student Evaluation,Elementary Secondary Education

Across the country, school buildings remain closed due to the COVID-19 Pandemic. These school closures are a stark reminder of the important role that schools can play in the lives of children and young adults. For many students, schools are a place of stability, where they can learn, grow, and nurture relationships. They are even a source of daily meals for many students. However, students of color, students from low-income backgrounds, English learners, students with disabilities, and other vulnerable groups such as homeless students and students in foster care, were less likely to have rigorous, engaging, and positive educational experiences before the pandemic. There is a real risk that school closures will deepen these existing inequities in the education system. Many states are leaving decisions about how to continue instruction during school closures up to districts. Digital Promise and The Education Trust partnered to compile ten questions to guide equity advocates and district leaders as they engage in conversations about ensuring that the most vulnerable students have equitable access to distance learning, both now and for however long school buildings are shuttered. Depending on public health guidance, distance learning may be needed for the summer and parts of the next school year. This guide shares ideas that advocates and district leaders can consider when planning for how to continue teaching and supporting students, based on what other states and districts have begun to do. A key role for advocates and district leaders is to monitor how the challenges posed by school closures are being addressed and to urge transparency about the impact of these efforts on all students in their communities.
Suddenly Online: A National Survey of Undergraduates during the COVID-19 Pandemic
Author: Means, B.
Date: 2020-00-00
Type: Reports - Research
Subjects: Distance Education,Electronic Learning,National Surveys,Undergraduate Students,COVID-19,Pandemics,Web Based Instruction,Student Satisfaction,Access to Computers,Barriers,Student Experience,Low Income Students,Disproportionate Representation,Teaching Methods

Digital Promise and Langer Research Associates developed the &quot;Survey of Student Perceptions of Remote Teaching and Learning&quot; to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance. [This report was written with Langer Research Associates and created in partnership with Every Learner Everywhere and Tyton Partners.]