ethanporcaro/eric-fulltext-meta huggingface dataset:
Rising Together: How Four Districts Are Building Community during the COVID-19 Pandemic
Author: TNTP
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Districts,School Community Relationship,Cooperative Planning,Family School Relationship,Partnerships in Education,Community Involvement,Advisory Committees,Access to Computers,Distance Education,Internet,Hunger,Student Participation,Student Needs,Educational Objectives,Cultural Awareness,Diversity,Interpersonal Communication,Migrant Education,At Risk Students,Student Characteristics,Poverty,Minority Group Students,English Language Learners,Students with Disabilities,Employment Level

Community, collaboration, and relationships have become more important than ever during the COVID-19 pandemic. Across the country, school districts have embraced this opportunity to rethink how to engage with families and the surrounding community. With strong leadership that treats families, caregivers, and community organizations as full and authentic partners in student learning during the COVID-19 pandemic, school systems have found new ways to help ensure their children are well. In this report, we share insights and lessons from our work with four districts as they responded to the COVID-19 pandemic. While each focused on different initiatives to address their unique challenges, all four districts grounded their work in TNTP's four key pillars of community engagement--a shared vision, intentional culture and diversity, authentic collaboration, and 360-degree communication: (1) Richland Parish organized a community engagement advisory panel--initially to help shape the district's reopening plan, but which still convenes regularly to collaborate in support of the district; (2) Hamilton County launched virtual learning centers to bridge the digital divide, improve access to the district's remote learning program, provide student services closer to where families live, and strengthen ties to community organizations; (3) Hartford used a three-pronged approach to partnering with family and community members to rapidly improve access to devices and the internet, address food scarcity, and reengage missing students; and (4) Collier County executed a districtwide strategy for closing the digital divide, focusing on the unique needs of students identified as migrant. We hope this report illustrates the power of family and community engagement--especially during this unique moment--and provides inspiration for school systems who want to make it a bigger priority.
Learning about Fractions at Home: Evidence-Based Tips for Parents and Caregivers
Author: What Works Clearinghouse (ED)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Fractions,Mathematical Concepts,Concept Formation,Elementary School Students,Family Environment,Parents as Teachers,Relevance (Education),Middle School Students,Learning Activities,Measurement,Division,Problem Solving,Multiplication

In this set of tips, parents and caregivers will learn how to: (1) support children's understanding of fractions at home with activities on dividing objects (recommended for grades K-5); (2) support children's understanding of fractions at home with measurement activities (recommended for grades K-4); (3) support children's understanding of fractions using household measurement tools (recommended for grades 3-5); and (4) support children's understanding of fractions by thinking about how to use them in the real world (recommended for grades 4-8). This set of tips can help parents and caregivers carry out recommendations in the Institute of Education Sciences Educator's Practice Guide, &quot;Developing Effective Fractions Instruction for Kindergarten through 8th Grade,&quot; at home. [For &quot;Developing Effective Fractions Instruction for Kindergarten through 8th Grade. IES Practice Guide. NCEE 2010-4039,&quot; see ED512043.]
A Broken Pipeline: Teacher Preparation&apos;s Diversity Problem
Author: TNTP
Date: 2020-00-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Teacher Education Programs,Student Diversity,Preservice Teachers,Public Schools,Minority Group Students,Alternative Teacher Certification,White Students

Closing the teacher diversity gap is one of the most important steps we can take to make public education more equitable. But as many school systems across the country have prioritized the issue, one institution has largely escaped scrutiny: teacher preparation programs. In this report, we use data from the U.S. Department of Education to compare the demographics of each state's teacher preparation program enrollees to that of public school students to calculate a &quot;teacher prep diversity gap.&quot; We also highlight individual teacher preparation programs that are--and are not--recruiting enough teachers of color to match student demographics in their states. Findings include: (1) Teacher preparation programs are significantly whiter, on average, than the public school population; (2) Teacher prep diversity gaps exist in almost every state; (3) A significant percentage of programs--serving a significant number of future teachers--are more than 90 percent white; and (4) Alternative certification programs are significantly more diverse than traditional programs. We also provide a series of recommendations for programs, districts, and state governments. We are in no way suggesting that teacher preparation programs are solely responsible for the shortage of teachers of color. But to address this problem, all parties involved--from the state and federal government, to teacher preparation programs, to districts--need to commit to and be held accountable for doing better. We hope this paper can help start conversations across the country on an important topic, and hopefully encourage education leaders to make diversifying the teaching profession a top priority.
Patrolling Public Schools: The Impact of Funding for School Police on Student Discipline and Long-Term Education Outcomes (A Sub-Project of &quot;Building Pathways to College Access and Beyond&quot;). Policy Brief
Author: Weisburst, Emily K.
Date: 2018-11-00
Type: Reports - Research
Subjects: Public Schools,Police School Relationship,Police,Educational Finance,Discipline,Academic Achievement,Federal Aid,Middle School Students,High School Students,Grants,Graduation Rate,Enrollment

Police officers have become increasingly common in public schools in Texas as well as across the U.S. As police officers have increased their presence in public schools, their role in school discipline has often expanded. Though there is growing public debate about the consequences of police presence in schools, there is scant evidence of the impact of police on student discipline and academic outcomes. This project provides the first quasi-experimental estimate of funding for school police on student outcomes, leveraging variation in federal Community Oriented Policing Services (COPS) grants and detailed data on students from the Texas Education Research Center (ERC). The rise in discipline is driven by sanctions for low-level offenses or school code of conduct violations. Findings from the study reveal that receiving federal funding for school police in Texas increases disciplinary rates for middle school students by 6% but does not change high school disciplinary rates. There is also suggestive evidence that exposure to a three-year federal grant for school police decreases high school graduation rates by approximately 2.5% and college enrollment rates by 4%.
Exploring an Effective Approach of Teaching Mathematics during COVID-19 Pandemic
Author: Ndungo, Issa
Date: 2021-03-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,COVID-19,Pandemics,Foreign Countries,School Closing,Disease Control,Teacher Student Relationship,Interaction,Computer Mediated Communication,College Students,College Mathematics,Video Technology,Online Courses,Videoconferencing,Student Attitudes,Instructional Materials

Many education institutions in Uganda and the world at large were closed in March, 2020 in order to slow down the spread of the Corona Virus. More than fifteen million students and teachers in Uganda were affected, all education activities such as teaching, and assessing of learners were prematurely stopped. Different approaches have been adopted to ensure continuity of learning during the lockdown and closure of schools. Most of these approaches are aiming at maintaining social distance and avoiding mass gathering during learning. The teaching of mathematics involves hands on problem solving, this means that meaningful learning of mathematics is through student teacher interactions. However, due the social distancing practice of slowing down the spread of Covid-19, the physical student-teacher interaction is impossible. The purpose of this study is to explore the Non-Student-Teacher Interaction (NSTI) ICT approaches that can be used during the teaching and learning of mathematics. An experimental approach was adopted during this study, a sample of forty-five mathematics students at Mountains of the Moon University was used and the results of the study indicated that video recording of lessons is an effective NSTI-ICT-approach of teaching mathematics.
Literacy and Numeracy from a Lifelong Learning Perspective. UIL Policy Brief 7
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Literacy,Numeracy,Lifelong Learning,Sustainable Development,Educational Policy,Equal Education,Elementary Secondary Education,Holistic Approach,Competency Based Education,Informal Education,Nonformal Education,Children,Adolescents,Adults,Adult Basic Education

Literacy and numeracy are central to lifelong learning and sustainable development. In today's fast-changing world, both skills are essential to achieving independence and wellbeing, and provide the basis for sustainable societies with constant socio-economic progress. &quot;Literacy and Numeracy from a Lifelong Learning Perspective,&quot; a new policy brief by the UNESCO Institute for Lifelong Learning (UIL), challenges the assumption that literacy and numeracy are stand-alone skills to be learned within a set timeframe. It argues instead for a lifelong learning perspective: investing in sustained learning and updating already acquired skills. The brief shows that for literacy and numeracy to be effective, they must be seen as a continuum of proficiency levels and not as a simple dichotomy between who is 'literate' and who is 'illiterate'. The policy brief provides a set of recommendations to support policymakers in addressing youth and adult literacy and numeracy by adopting holistic, multi-sectoral approaches within a lifelong learning perspective. This underpins the importance of encouraging a culture of learning at different levels -- family, community and society -- to address the manifold demands of lifelong learners. The paper also points out various ways that governments can implement literacy and numeracy programmes. Optimal implementation of literacy programmes will not only help countries meet the 10 targets of Sustainable Development Goal (SGD) 4, which calls for 'inclusive and equitable quality education and promote lifelong learning opportunities for all', but the other 16 SDGS, as well.
The Effect of Vision/Imagery Capacity of the Foreign Language Learners on Their Willingness to Communicate
Author: Ekin, Semih
Date: 2018-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Classroom Communication,Communication (Thought Transfer),Foreign Countries,Learning Motivation,College Preparation,Self Concept,Travel,Learning Experience,Prediction,Predictor Variables,Comparative Analysis,Language Usage,Language Proficiency,Gender Differences,Imagination

This study was conducted to examine the predictors of willingness to communicate (WTC) inside and outside the classroom and to examine the effect of vision/imagery capacity on willingness to communicate. The study was designed via a quantitative approach in which a composite instrument was used to examine the relationships of different variables based on willingness to communicate, L2 motivational self-system, and vision. The study was conducted at Hacettepe University. The participants were 229 English Preparatory School students. The data was analyzed quantitatively by conducting parametric tests which were descriptive statistics, one-way between-groups multivariate analysis of variance (MANOVA), Pearson product correlation coefficients, and standard multiple regression analysis. The results demonstrated that university level English learners in Turkish EFL context had high levels of willingness to communicate both inside and outside the classroom. However, the participants' level of willingness to communicate outside the classroom was significantly higher than their level of willingness to communicate inside the classroom. This difference was also corroborated by the standard multiple regression analysis concluding that the predictors of WTC inside the classroom and outside classroom were different. The WTC inside the classroom was predicted by Ideal L2 self, WTC outside the classroom, International travelling and Language learning experience; however, the WTC outside the classroom was predicted by WTC inside the classroom, International travelling and Vision. Vision was examined in a WTC model and was found to have a significant effect on WTC outside the classroom, but not inside the classroom. The results were discussed with the related literature and it was concluded that in Turkish EFL context, WTC inside and outside the classroom was different from each other and their predictors were different from each other.
New York State Back to School Guide: Pursuing College after Incarceration
Author: Institute for Justice and Opportunity at John Jay College of Criminal Justice
Date: 2020-00-00
Type: Guides - General
Subjects: Institutionalized Persons,Correctional Institutions,Reentry Students,Adult Students,Nontraditional Students,Goal Orientation,Intellectual Disciplines,Institutional Characteristics,College Applicants,Documentation,Undergraduate Study,Graduate Study,College Credits,Full Time Students,Part Time Students,Student Financial Aid,Eligibility,Enrichment Activities,Federal Aid,Grants,Federal Legislation,Veterans,State Aid,Student Loan Programs,Work Study Programs,Criminals,Loan Default,Rehabilitation,Internship Programs,Fellowships,Student Costs,College Transfer Students

The New York State Back to School Guide is written for people who wish to pursue a college education in New York State after their release from incarceration. Its core purpose is to help readers develop a thoughtful and practical academic reentry plan to advance personal and professional goals. Additionally, this resource will be useful to college-in-prison providers, correctional education and counseling staff, community-based reentry organizations, and case managers seeking to support the educational goals of the adult learners with whom they work. This Guide is a compendium of information that can help you select an area of study, consider the educational institution you might like to attend, prepare for the college application process, understand your financial aid options and how to access them, and learn about the educational supports and enrichment opportunities that are available on many college campuses. We also provide detailed information about the City University of New York (CUNY) and the State University of New York (SUNY), the state's public university systems because many students will be attracted to the quality of the education they provide, as well as their accessibility, affordability, and the range of choices they offer. [Funding for this report was provided by the New York County District Attorney's Criminal Justice Investment Initiative (CJII).]
COVID-19: Missing More than a Classroom. The Impact of School Closures on Children&apos;s Nutrition. Innocenti Working Paper 2021-01
Author: Borkowski, Artur
Date: 2021-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Nutrition,Hunger,At Risk Persons,Child Health,Lunch Programs,Breakfast Programs,Gender Bias,Females,School Safety,Foreign Countries,Food,Welfare Services

In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries. The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during COVID-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.
The Costs and Benefits of Early College High Schools
Author: Atchison, Drew
Date: 2020-00-00
Type: Reports - Research
Subjects: College Preparation,High School Students,High School Graduates,Outcomes of Education,Dual Enrollment,College Readiness,Postsecondary Education,Longitudinal Studies,Educational Attainment,Cost Effectiveness

Early Colleges (ECs) provide high school students access to college coursework with the goal of increasing postsecondary opportunities for traditionally underrepresented students. We examine the impact of ECs on postsecondary attainment, calculate the resulting monetary benefits, and then estimate the per-student costs of ECs compared to traditional high schools to compare costs and benefits. Our findings indicate that students enrolling in ECs in our study are more likely to attend college and graduate with an associate or bachelor's degree. Increased educational attainment from EC enrollment results in lifetime benefits of almost $58,000 per student. ECs cost approximately $950 more than traditional high schools per student per year, resulting in an overall cost of $3,800 more per student across four years of high school. Comparing benefits to cost, we estimate a net present value (NPV) of $54,000 per student and a benefit to cost ratio of 15.1. Even when using conservative estimates of costs (upper bound) and benefits (lower bound), we calculate an NPV of over $27,000 and a benefit to cost ratio of 4.6. These results indicate that investment in ECs pays off through increased earnings for EC students, increased tax revenue, and decreased government spending. [This is the online version of an article published in &quot;Education Finance and Policy.&quot; This article is based on the report &quot;The Costs and Benefits of Early College High Schools&quot; (ED606242).]
Engaging Employers in the National Retraining Scheme
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-03-00
Type: Reports - Research
Subjects: Foreign Countries,Job Training,Retraining,Job Skills,Employer Attitudes,Decision Making,Personnel Selection,Adult Learning,Recruitment,National Programs

Starting this Parliament, the United Kingdom (UK) Government is providing £2.5 billion (£3 billion when including Barnett funding for devolved administrations) for a new National Skills Fund (NSF). This is a significant investment which has the potential to deliver new opportunities to generations of adults who may have been previously left behind. The NSF builds on extensive user research and engagement with local areas and employers undertaken through the National Retraining Scheme (NRS). To ensure the effective implementation of adult training initiatives and encourage a positive employer response, it is crucial to understand how employers make hiring and training decisions to meet their skills needs. As such, the Department for Education (DfE) commissioned Learning and Work Institute (L&amp;W) to undertake research to explore the views of employers in sectors considered to be at lower risk of automation and showing potential for future growth: Professional, Scientific and Technical; Accommodation and Food; Information and Communication; and Construction. The research sought to: (1) establish a better understanding of employer behaviour, motivations and decision-making in relation to training provision; (2) review their initial views on the proposed elements of the NRS; and (3) explore what needs to be in place to ensure employers can successfully engage with the NRS. This summary report presents the key findings of the research and highlights considerations for the DfE in relation to the future design and development of adult skills initiatives. The report refers to the NRS, as this was the context in which the research took place, but the findings will continue to be used to inform wider adult skills policy, including the National Skills Fund.
Engaging FE Providers in the National Retraining Scheme. Summary Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-03-00
Type: Reports - Research
Subjects: Foreign Countries,Job Training,Retraining,National Programs,Adult Education,Job Skills,Adult Students,Student Needs,Online Courses,Decision Making,Educational Policy

Starting this Parliament, the United Kingdom (UK) Government is providing £2.5 billion (£3 billion when including Barnett funding for devolved administrations) for a new National Skills Fund (NSF) to help adults learn valuable skills and prepare for the economy of the future. The NSF builds on extensive user research and engagement with local areas and employers undertaken through the National Retraining Scheme (NRS). Further education (FE) providers have a key role in delivering learning and training. As such, the Department for Education (DfE) commissioned Learning and Work Institute (L&amp;W) to undertake research to explore what needs to be in place to ensure providers can successfully engage with the NRS. Specifically, the research sought to establish a better understanding of: (1) FE providers' behaviour and how they make decisions about their learning offer; (2) Challenges that may affect providers' engagement in, and delivery of the NRS, and how these can be overcome; and (3) How the DfE can influence the behaviour of FE providers to ensure the successful delivery of the NRS. This summary report presents the key findings of the research and highlights considerations for the DfE in relation to the future engagement with FE providers.