ethanporcaro/eric-fulltext-meta huggingface dataset:
Mapping State Proficiency Standards onto the NAEP Scales: Results from the 2019 NAEP Reading and Mathematics Assessments. NCES 2021-036
Author: Ji, Cheng Shuang
Date: 2021-06-00
Type: Reports - Research
Subjects: National Competency Tests,State Standards,Achievement Tests,Reading Achievement,Mathematics Achievement,Elementary Secondary Education,Comparative Analysis,Public Schools,Grade 4,Grade 8,Scores

The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards that states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students' progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score is produced, which can be compared across states. The last mapping study report released by NCES (NCES 2019-040) compared state proficiency standards for school year 2016-17. The current report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2018-19 school year and the 2019 NAEP assessments for public schools. [For the accompanying technical notes, see ED612878.]
Mapping State Proficiency Standards onto the NAEP Scales: Results from the 2019 NAEP Reading and Mathematics Assessments. Technical Notes. NCES 2021-036-A
Author: National Center for Education Statistics (ED)
Date: 2021-06-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Achievement Tests,National Competency Tests,Reading Achievement,Mathematics Achievement,Elementary Secondary Education,Comparative Analysis

These technical notes accompany the report &quot;Mapping State Proficiency Standards onto the NAEP Scales: Results from the 2019 NAEP Reading and Mathematics Assessments. NCES 2021-036&quot; (ED612877). Provided in these notes are two supporting data tables. Tables A-1 and A-2 display the National Assessment of Educational Progress (NAEP) equivalent scores for each state, and the last two rows show the NAEP equivalent scores for the testing programs when all participating states in each program are considered as one single jurisdiction. A black triangle indicates that the relative error is greater than 0.5, and the results should be interpreted with caution.
VET Student Outcomes 2020: Impact of COVID-19 on Domestic Students. Supplementary Report
Author: White, Ian
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Outcomes of Education,Foreign Countries,Economic Climate,Vocational Education,National Surveys,Student Surveys,Employment Patterns,Education Work Relationship,Unemployment,Part Time Employment,Industry,Labor Market,Geographic Regions,Job Training,Age Differences,Gender Differences,Qualifications

The COVID-19 pandemic has created uncertain economic conditions due to restrictions put in place to control the spread of the virus. These restrictions have significantly impacted the economic activities of businesses and industries, and in turn the demand for labour. As the recovery from the COVID-19 pandemic in Australia continues, it is important for the vocational education and training (VET) sector to understand how VET students who have recently completed their training are faring in terms of their outcomes. This includes which industries, occupations, demographic groups and regions have been and might continue to be affected by the economic circumstances created by the COVID-19 pandemic. Using data from the National Student Outcomes Survey, this report examines how domestic students who finished a VET qualification in 2019 fared in terms of their employment outcomes at the end of May 2020; amid the first wave of the COVID-19 pandemic. To enable comparisons with previous years, results are presented for students aged 18 years or over at the last Friday in May of the survey year. An overview of the survey is provided in appendix A. Tables summarising the impacts of the pandemic on other student groups are provided in appendix B.
The ABCs of School Choice: The Comprehensive Guide to Every Private School Choice Program in America. 2021 Edition
Author: EdChoice
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Guides,School Choice,Private Schools,Educational Vouchers,Tax Credits,Scholarships,Program Descriptions,Student Participation,Educational Finance,Eligibility,Institutional Characteristics,Educational Legislation,Expenditures,Kindergarten,Elementary Secondary Education,State Legislation,Accountability,State Programs

This annual publication of &quot;The ABCs of School Choice&quot; is a comprehensive, data-rich guide to every private school choice program in America. This edition of &quot;The ABCs of School Choice&quot; defines each of the four types of school choice: education savings accounts, vouchers, tax-credit scholarships and individual tax credits and deductions. The guidebook includes an entire spread of charts showing the growth over time of private school choice programs, spending on those programs and student participation in those programs. &quot;The ABCs of School Choice&quot; features a spread for each school choice program that includes the most recent participation, funding and eligibility data as well as information on the program's rules, regulations and legal history. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Scholarship Programs; (8) Individual Tax Credit and Deduction Programs; (9) 529 Savings Accounts; (10) Rules and Regulations; (11) Legal History; (12) Data Sources for Program Profiles; and (13) Methodology and Data Sources for Eligibility. [For the 2020 edition, see ED605678.]
Impact of School Closures on the Attainment Gap: Rapid Evidence Assessment
Author: Coe, Rob
Date: 2020-06-00
Type: Information Analyses
Subjects: School Closing,Achievement Gap,COVID-19,Pandemics,Low Income Students,Distance Education,School Effectiveness,Foreign Countries,Educational Assessment,Literature Reviews,Predictor Variables,Elementary Secondary Education,Reading Achievement,Mathematics Achievement

The COVID-19 pandemic has led to school closures across the UK and many countries across the world, with the majority of pupils in these systems out of school, though supported and taught in various ways. There has been great concern that school closures will lead to slower rates of learning or learning loss, and there is a risk that the negative impact will be worse for pupils who are economically disadvantaged. This rapid evidence assessment aimed to examine the potential impact of school closures on the attainment gap, based on a systematic search of existing literature. Eleven studies were identified that provided quantitative evidence about the impact of school closures on attainment gaps. A subset of nine studies provided comparable estimates that could be synthesised.
The Effects of Accelerated College Credit Programs on Educational Attainment in Rhode Island. REL 2021-103
Author: Shields, Katherine A.
Date: 2021-06-00
Type: Reports - Research
Subjects: Acceleration (Education),Dual Enrollment,Advanced Placement Programs,High School Students,Educational Attainment,Program Effectiveness,Graduation Rate,Postsecondary Education,College Attendance,Enrollment Rate,Developmental Studies Programs,Gender Differences,Socioeconomic Status,Economically Disadvantaged,Racial Differences,Ethnicity,Minority Group Students,Disproportionate Representation,Public Colleges,College Students,College Readiness,Geographic Location,Probability,Mathematics Achievement,Grade 9,Grade 8

This study examined participation in accelerated college credit programs dual enrollment, concurrent enrollment, and Advanced Placement courses in Rhode Island high schools to understand their effects on educational attainment in the 2013/14 grade 9 cohort. The state, which has funded and promoted these opportunities for students to earn college credit during high school over the past five years, sought evidence of the programs' effects on participants' high school graduation rates, postsecondary enrollment rates, and enrollment rates in developmental education courses in college. The study found that male, economically disadvantaged, and racial/ethnic minority students were underrepresented in accelerated college credit programs. Participation in these programs had positive effects on students' rates of high school graduation and postsecondary enrollment. Among students in the cohort who enrolled in Rhode Island public colleges, participation was associated with lower rates of developmental education course enrollment in the first year of college. The effects of participating in an accelerated college credit program were similar for economically disadvantaged students and for their peers. [For the Study Snapshot, see ED612888. For the appendices, see ED612890.]
The Effects of Accelerated College Credit Programs on Educational Attainment in Rhode Island. Study Snapshot. REL 2021-103
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),Dual Enrollment,Advanced Placement Programs,High School Students,Educational Attainment,Program Effectiveness,Graduation Rate,Postsecondary Education,College Attendance,Enrollment Rate,Developmental Studies Programs,Gender Differences,Socioeconomic Status,Economically Disadvantaged,Racial Differences,Ethnicity,Minority Group Students,Disproportionate Representation,Public Colleges,College Students,College Readiness,Geographic Location,Probability,Mathematics Achievement,Grade 9,Grade 8

This Study Snapshot highlights key findings where the Rhode Island Department of Education, the Rhode Island Office of the Postsecondary Commissioner, and state legislators sought evidence of the effects of state-funded programs for students to earn college credit during high school. Using data on the 2013/14 statewide grade 9 cohort, this quasi-experimental study examined participation in accelerated college credit programs--dual enrollment, concurrent enrollment, and Advanced Placement test-taking--in Rhode Island high schools to understand the programs' effect on the rate of high school completion and postsecondary outcomes. [For the full report, see ED612887. For the appendices, see ED612890.]
Charters and Consequences: An Investigative Series
Author: Network for Public Education (NPE)
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Charter Schools,School Administration,School Effectiveness,Proprietary Schools,Deception,Nonprofit Organizations,Elementary Secondary Education,High Schools,Public Schools,Educational Finance,Economic Impact,Public Support,Financial Support,Elementary Schools,School Choice,National Organizations,Accountability,Expulsion,Suspension,School Segregation,Racial Segregation,Students with Disabilities,English Language Learners

This report is the result of a year-long exploration of the effects of charter schools and the issues that surround them. Each of its eleven issues-based stories tells what the Network for Public Education (NPE) has learned not only from research, but also from talking with parents, community members, teachers, and school leaders around the nation who have observed the effects of charters on their communities and neighborhood schools. While stories of individual charter successes are well covered by the media, substantive issues surrounding the explosion of charter school growth are too often brushed aside. The purpose of this report is to bring those issues to light.
Accelerated College Credit Programs and Their Relationship to Educational Attainment in Rhode Island. Appendices. REL 2021-103
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Research
Subjects: Acceleration (Education),Dual Enrollment,Advanced Placement Programs,High School Students,Educational Attainment,Program Effectiveness,Graduation Rate,Postsecondary Education,College Attendance,Enrollment Rate,Developmental Studies Programs,Gender Differences,Socioeconomic Status,Economically Disadvantaged,Racial Differences,Ethnicity,Minority Group Students,Disproportionate Representation,Public Colleges,College Students,College Readiness,Geographic Location,Probability,Mathematics Achievement,Grade 9,Grade 8

The &quot;The Effects of Accelerated College Credit Programs on Educational Attainment in Rhode Island&quot; study examined participation in accelerated college credit programs dual enrollment, concurrent enrollment, and Advanced Placement courses in Rhode Island high schools to understand their effects on educational attainment in the 2013/14 grade 9 cohort. The state, which has funded and promoted these opportunities for students to earn college credit during high school over the past five years, sought evidence of the programs' effects on participants' high school graduation rates, postsecondary enrollment rates, and enrollment rates in developmental education courses in college. This document presents the following four appendices that accompany the study: (1) About the study; (2) Methods; (3) Supporting analysis; and (4) Other analyses. [For the full report, see ED612887. For the study snapshot, see ED612888.]
Grading the States: A Report Card on Our Nation&apos;s Commitment to Public Schools
Author: House, Tanya Clay
Date: 2018-06-00
Type: Reports - Research
Subjects: Public Schools,Privatization,Accountability,Civil Rights,Student Rights,State Legislation,Educational Vouchers,Charter Schools,State Policy,School Choice,Access to Information,Elementary Secondary Education

This report examines the nation's commitment to democracy by assessing the privatization programs in the 50 states and the District of Columbia with the goal of not only highlighting the benefits of a public school education, but comparing the accountability, transparency and civil rights protections offered students in the public school setting versus the private school setting. States are rated on the extent to which they have instituted policies and practices that lead toward fewer democratic opportunities and more privatization, as well as the guardrails they have (or have not) put into place to protect the rights of students, communities, and taxpayers. This report is an analysis of the laws that support privatized alternatives to public schools. This report card, therefore, provides a vital accounting of each state's democratic commitment to their public school students and their public schools, by holding it accountable for abandoning civil rights protections, transparency, accountability, and adequate funding in a quest for &quot;private&quot; alternatives. It is designed to give citizens insight into the extent of privatization and its intended and unintended consequences for our students and our nation. [Carol Burris and Darcie Cimarusti provided research, writing, and editing assistance.]
Valuing Public Education: A 50 State Report Card
Author: Network for Public Education (NPE)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: State Aid,State Policy,Public Schools,Public School Teachers,High Stakes Tests,Privatization,Educational Finance,Equal Education,Elementary Secondary Education,Preschool Education

This report evaluates how well each of the fifty states and the District of Columbia support their public schools, based on objective and measurable factors aligned with the Network for Public Education's (NPE's) values. NPE values specific policies that will make our public schools vibrant and strong--a well-trained, professional teaching force, adequate and equitable funding wisely spent, and policies that give all students a better opportunity for success, such as integrated schools and low stakes attached to any standardized tests they take. The hope is that this report card will steer us away from policies that undermine our public schools and toward policies that will make our public schools better for all children. It is both a roadmap and a yardstick for citizens and policymakers to guide them and measure their states' efforts at making public schools more equitable places for students to learn.
Employer Engagement in Education: Insights from International Evidence for Effective Practice and Future Research
Author: Mann, Anthony
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Employers,School Business Relationship,Program Effectiveness,Foreign Countries,Elementary Secondary Education,Career Awareness,Occupations,Occupational Aspiration,21st Century Skills,Educational Attainment,Volunteers,Employees,Disadvantaged Youth,Labor Market,Labor Needs,Social Mobility,Mentors,Experiential Learning,Job Shadowing,Special Needs Students,Literacy,Numeracy,Job Skills,Entrepreneurship,Student Attitudes,Economic Impact,Cultural Capital,Social Capital,Individual Characteristics,Work Experience Programs

This study, commissioned by the Education Endowment Foundation (EEF), is designed to review current evidence on the most effective ways in which employers can support schools to improve pupil educational and economic outcomes. It is a study in three parts. It aims, first, to conceptualise employer engagement in education as a strategic tool, developing a new typology to make sense of it, second, to review high quality research literature through the lens of the new typology, and, finally, to discuss the practical implications of the study for policy-makers and practitioners. The paper, moreover, seeks to provide an evidenced overview of promising approaches and programmes to support schools intending to undertake activities with employers. The report assesses the prospective impacts of employer engagement in terms of both educational and economic outcomes, focusing on pupils in both primary and secondary education. Specifically, the study: (1) identifies the different types of employer engagement in terms of what is intended by policymakers and users and the related evidenced outcomes; (2) identifies areas and interventions of promise, highlighting where further research is needed; and (3) identifies key features of successful practice. [This report was co-published by Education and Employers.]
The Department&apos;s Recognition of the Accrediting Council for Independent Colleges and Schools as an Accrediting Agency. ED-OIG/S19T0003
Author: Office of Inspector General (ED)
Date: 2021-03-02
Type: Reports - Evaluative
Subjects: Accreditation (Institutions),Private Colleges,Compliance (Legal),Recognition (Achievement),Institutional Evaluation,Federal Regulation,Evaluation Criteria,Public Agencies,Federal Government

The objectives of this inspection were to determine (1) the U.S. Department of Education's (Department) process for assessing the Accrediting Council for Independent Colleges and School's (ACICS) compliance with Federal regulatory criteria for recognition, and (2) what evidence the Department considered in its review of selected recognition criteria and whether the Department's conclusions were supported by evidence. The inspection covered the Department's processes for assessing ACICS' compliance with Federal regulatory criteria for recognition as an accrediting agency (agency) from 2016 through 2018. Specifically, the inspection reviewed Department actions and communications during that time period to determine whether it complied with Federal recognition procedures. The Office of Inspector General (OIG) also judgmentally selected 6 of the 21 recognition criteria reviewed by the senior Department official (SDO) during the Department's 2018 recognition review of ACICS to determine whether the SDO's conclusions regarding ACICS' compliance were supported by evidence. This report provides the findings and recommendations made as a result of the inspection.
Public Opinion on K-12 Education during the COVID-19 Pandemic. 2020 Schooling in America. Wave 2 (September 30-October 20, 2020)
Author: DiPerna, Paul
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Public Opinion,Parent Attitudes,Educational Attitudes,School Choice,Educational Change,Educational Policy,Educational Trends,Charter Schools,Educational Vouchers,Scholarships,Distance Education,Home Schooling,Public Schools,Private Schools,Educational Finance,School Effectiveness,Well Being,Institutional Characteristics

Unlike previous years of our &quot;Schooling in America&quot; survey project, our researchers are releasing multiple sets of results in a new, chart-focused format. This report is focused on the second wave of questions we asked about public opinion on K-12 education during the COVID pandemic. We also asked respondents their opinion on educational choice reforms and policies. [For the Wave 1 report, see ED609688.]
The Big Vision for the Next Stage of Education Philanthropy
Author: Grantmakers for Education
Date: 2020-12-09
Type: Reports - Evaluative
Subjects: Private Financial Support,Educational Finance,Social Justice,Educational Change,Educational Policy,Advocacy,Futures (of Society),Educational Trends,Elementary Secondary Education,Postsecondary Education,Equal Education,Citizenship Education,Philanthropic Foundations

How should philanthropy support young people in this perilous time in U.S. history? The confluence of a global pandemic, an economic crisis, and a nationwide call for racial justice will fundamentally alter the lives of all American learners. Change is inevitable, but whether it will widen inequity or result in systemic change that narrows societal gaps, is still unknown. The direction and character this moment of disruption will take depends, in part, on how the philanthropic community chooses to take part in it. Grantmakers for Education embarked on a survey to ask urgent questions of the education funding community about these issues. This report explores the funder response and what that means for the next stage of education philanthropy.
Seven Steps to Combatting &quot;Critical Theory&quot; in the Classroom. Issue Brief No. 6064
Author: Butcher, Jonathan
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Critical Theory,Educational Policy,Race,Bias,Elementary Secondary Education,Civics,School Choice

In December 2020, the Illinois State Board of Education adopted new &quot;Culturally Responsive Teaching and Leading Standards&quot; that are focused on identity politics, teaching students to find bias around them, and instructing students on how to resist the &quot;systems of oppression&quot; in which they allegedly live. Critical Theorists displace America's tradition of freedom--that all people are created equal and have a right to life, liberty, and the pursuit of happiness--and concepts promoted during the Civil Rights era, such as treating people according to their character and not their skin color. Critical Theory and its offshoots displace these traditions and concepts with accusations of guilt, and a Marxist doctrine in schools, the media, and the common culture that divides people into oppressors and the oppressed. Parents of K-12 students and educators who are still committed to the pursuit of truth need policy solutions that protect a diversity of ideas in the classroom and restore a shared sense of equality under the law. This issue brief presents seven steps to combatting &quot;Critical Theory&quot; in the classroom: (1) Create Curriculum Transparency; (2) Promote Civics Knowledge, Not Diversity Training; (3) Offer Alternatives to Entering the Teaching Profession that Do Not Include the Ideology of Critical Pedagogy; (4) Prepare Educators to Teach Values that Preserve Civil Society; (5) Give Families Access to School Board Decision-Making Process about Curricula; (6) Expand Parent Choice in Education; and (7) Provide Open-Enrollment Options to Allow Students to Attend a Public School of Choice.