ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;It&apos;s Just the Right Thing to Do for Students:&quot; Aiding the Community by Serving Individuals with Some College, but No Degree--Shasta College. Degrees When Due: Case Study
Author: Rubin, Paul G.
Date: 2021-09-00
Type: Reports - Research
Subjects: Stopouts,Reentry Students,Higher Education,Educational Attainment,School Community Relationship,Economic Development,Case Studies,Barriers,Graduation Rate,Academic Achievement,Community Colleges,State Colleges,Two Year College Students,College Administration,Alignment (Education),Student Records,Eligibility,Program Descriptions,Rural Areas,College Transfer Students,Academic Degrees

Located in Redding, California, Shasta College is an inspiring example of why serving students with &quot;some college, but no degree&quot; is critical to supporting the local community. Most residents in the area, which is one of the state's northernmost counties, live and work in the immediate area and serve the community through local businesses, hospitals, schools, and government agencies. College leadership knew that improving degree attainment was critical for the prosperity of Shasta and the surrounding region. Three key factors prompted Shasta College to join the first cohort of IHEP's Degrees When Due (DWD) completion initiative: an institutional awareness of the need to serve the some college, but no degree (SCND) population to improve the local community's social and economic conditions; strong institutional leadership support for DWD strategies; and momentum from existing completion programs. This case study about Shasta College, offers insights into how a higher education institution can better support its students and the surrounding community by identifying institutionally driven barriers to completion and supporting the successful return of formerly enrolled students.
What Are &quot;Social&quot; and &quot;Emotional Learning&quot; and &quot;Culturally Responsive&quot; and &quot;Sustaining Education&quot; - and What Do They Have to Do with &quot;Critical Race Theory&quot;? A Primer
Author: Warner, Saroja
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Social Emotional Learning,Culturally Relevant Education,Critical Theory,Race,Inclusion,Student Diversity

Ensuring equity in education, whereby all student groups attain comparable positive outcomes, is an ongoing challenge for policymakers and practitioners. While there is no single strategy for meeting this challenge, two broad approaches have gained traction among those committed to equity: social and emotional learning (SEL) and culturally responsive and sustaining education (CRSE). Both approaches have recently been called into question in some states and districts for their perceived connections to critical race theory (CRT), which is itself the subject of contentious political debate. This brief explains each of these three concepts, how each one relates to addressing issues of equity, and how SEL and CRSE are distinct from the academic framework of CRT.
Teachers&apos; and Students&apos; Perception on the Impact of Kagan Cooperative Learning Structures at Higher Secondary School
Author: Wangda, Karma
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,High School Students,High School Teachers,Cooperative Learning,Teaching Methods,Learner Engagement,Classroom Environment,Transformative Learning,Instructional Effectiveness,Curriculum Implementation,Affordances,Barriers,Grade 11,Grade 12,Foreign Countries

Introduction of Kagan Cooperative Learning Structures as a pedagogy in the Bhutanese Education system has become a key motivation to overcome classroom management problems and enhancing the learning experiences of students. Research shows its positive impact on students' learning ability and classroom engagement. Research also indicates challenges associated with the practical implementation of Kagan Cooperative Learning Structures in classroom situations. However, studies on the perceptions of teachers and students on the effectiveness of Kagan Cooperative Learning Structures at Higher Secondary Schools in Bhutan is limited. This study aimed to explore the impact of Kagan Cooperative Learning Structures in teaching and learning processes. This study also intended to generate the baseline empirical data of Kagan Cooperative Learning Structures in Bhutanese context. The study employed a quantitative research approach with a survey research design to 614 grade 11 &amp; 12 students and 36 teachers from 6 Higher Secondary Schools from 3 western districts. The descriptive statistics found that several impending factors that prevented the implementation of the Kagan Cooperative Learning Structure in teaching and learning processes at Bhutanese Higher Secondary Schools. The findings provide new insights to relevant stakeholders in Bhutan about how the Kagan Cooperative Learning Structures is perceived at Higher Secondary Schools. Implications of the findings and recommendations are also discussed.
Early ECEAP Pilot Project
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Pilot Projects,Disadvantaged Youth,Integrated Services,State Programs,Child Abuse,Prevention,COVID-19,Pandemics,Partnerships in Education,Program Implementation

In April 2019, Substitute Senate Bill 5437 directed the Washington State Department of Children, Youth, and Families (DCYF) to begin the &quot;phased implementation of a birth to three early childhood education and assistance program pilot project for eligible children under thirty-six months old.&quot; This model is called Early ECEAP and is based on the highly successful child and family outcomes of both Early Head Start (EHS) and Washington's state-funded preschool, the Early Childhood Education and Assistance Program (ECEAP). ECEAP is designed to prepare 3- and 4-year-old children furthest from opportunity for success in school and in life. This report presents background and details of the Early ECEAP Pilot Project.
Evidence to Action: A Policy Perspective from Three States
Author: Dukes, Dominique
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Higher Education,Educational Research,Research Utilization,Data Use,Policy Formation,Evidence Based Practice

The Evidence to Action project (2019-2021), led by MDRC and the State Higher Education Executive Officers Association (SHEEO) and supported by Arnold Ventures, initiated a body of work designed to disentangle the barriers that exist between research and state-level higher education policy and partnered with state higher education agencies to develop solutions. For the Evidence to Action project, MDRC and SHEEO partnered with four agencies across three states: the Indiana Commission for Higher Education (CHE), the Montana Office of the Commissioner of Higher Education (OCHE), the State Council of Higher Education for Virginia (SCHEV), and the Virginia Community College System (VCCS). The research team interviewed staff within these agencies and other key decision-makers in higher education across Indiana, Montana, and Virginia to understand how research and data were used--or not used--to identify policy priorities, inform policy design and adoption, and implement and later refine policy within the domains relevant to those states (for example, financial aid, developmental education, and career and technical education). As the final step in the Evidence to Action project, this brief proposes promising strategies found to address the factors that state-level postsecondary leaders have observed to have the most impact on evidence-based policymaking in higher education. This brief also provides recommendations and resources for state- and system-level decision-makers advocating for greater investment in evidence-based policymaking as well as for researchers and intermediary organizations hoping to produce relevant research that they can translate into policy. [Alexander Mayer, Evan Weissman, Katie Beal, Kalito Luna, Melissa Wavelet, Melissa Boynton, David Tandberg, Dustin Weeden, and Brandon Bishop contributed to this brief.]
Tribal ECEAP Pathway Recommendations. Report to the Legislature
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,American Indians,Tribally Controlled Education,State Programs,American Indian Education,School Readiness,Tribal Sovereignty,Barriers,Educational Finance,Financial Support,Cultural Maintenance,Language Maintenance,Eligibility,American Indian History

This report was written in compliance with Senate Bill 5437 Section 6, to explore the development of a Department of Children, Youth, and Families (DCYF) Early Childhood Education and Assistance Program (ECEAP) Tribal Pathway that meets the needs of Tribal Sovereign Nations in providing ECEAP in their communities and decreasing the opportunity gap for tribal children. This report explores the great strength of tribal communities as well as the trauma that tribal people have experienced since colonization. This report presents nine changes that DCYF ECEAP recommends to the current ECEAP structure for tribal contractors and subcontractors and one recommendation for a new funding model. DCYF ECEAP also recommends new training requirements for non-tribal programs that subcontract with an early learning tribal program or serve tribal children. This report was written to share the benefits for tribal children who attend tribally-run, high-quality early childhood education programs and how DCYF ECEAP can support Tribal Sovereign Nations in meeting their goals of culture and language revitalization. This report explores what modifications are needed in DCYF and in ECEAP to meet the needs of Tribal Sovereign Nations in response to Senate Bill 5437 Section 6, and to reduce the opportunity gap for tribal children.
Spotlighting Whole-Person Success: A Guide for Using Statewide Data to Identify Exemplar Districts in SEL and School Climate. Serving the Whole Person
Author: Caparas, Ruthie
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Educational Environment,Social Emotional Learning,Academic Achievement,School Districts,Outcomes of Education,Identification,Evaluation Criteria,Program Effectiveness,Guides,Program Implementation,State Programs,Elementary Secondary Education

Across the United States, educators and education leaders are increasingly recognizing the value of social and emotional learning (SEL), school climate, and related whole-person efforts as keys to enabling student success. Many school districts are still exploring or just beginning implementation of these whole-person efforts, and many have expressed the desire for exemplars from which they can learn. This guide aims to support state and regional leaders to identify districts or schools with notably positive outcomes in the areas of SEL and school climate, learn about those exemplars' strategies and experiences, and share their learnings in order to scale up whole-person efforts and outcomes. The report is divided into three sections: (1) Part 1: Quantitative Analyses to Identify Potential Exemplars; (2) Part 2: Qualitative Analysis to Verify and Finalize Exemplars; and (3) Next Steps: Communicate and Scale the Exemplars' Success.
Reading Comprehension Strategies to Improve Writing Skills in the High School English Class
Author: Gilchrist-Ward, Kayla F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Writing Skills,English Instruction,High School Students,Grading,Reading Writing Relationship,Journal Writing,Self Expression,Group Discussion,Active Learning,Student Projects,Protocol Analysis,Multiple Intelligences,Best Practices

Learning to read and write starts at a very young age. It is expected that by the time students enter high school, they have developed certain reading and writing skills. However, research has proven many students still struggle with reading and writing skills in high school. Some of these students graduate high school ill-prepared to enter college or the workforce. This article discusses the need for implementing reading comprehension strategies to ensure success in high school English classes. It further suggests specific strategies English teachers can use to foster improvement.
Promoting College and Career Readiness among Underserved Adolescents: A Mixed Methods Pilot Study
Author: Gee, Kevin A.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Adolescents,Adolescent Attitudes,High School Students,At Risk Students,Educationally Disadvantaged,Pilot Projects,Program Effectiveness,Social Development,Emotional Development,Skill Development,Learner Engagement,Coping,Self Efficacy,Aspiration,Knowledge Level,Career Pathways

Introduction: Many underserved adolescents, defined as those with inequitable access to educational resources, face limited access to interventions that develop their college and career know-how. In our study, we implemented and evaluated a pilot college and career readiness curriculum intervention called Paths to the Future for All (P2F4A). P2F4A takes a developmental approach to college and career development, weaving together the procedural know-how of college and career planning with a broader focus on building social-emotional skills that support positive trajectories towards the future. We evaluated pre-post changes in adolescents' career-related and social-emotional outcomes alongside views of their personal growth. Methods: We used a purposeful sample of five schools in the Western region of the United States and recruited a sample of adolescents (N = 61; M[subscript age] = 16.3 years; 57.4% female) who experienced challenging academic and life circumstances to participate in P2F4A. We conducted pre-post surveys as well as focus groups and interviews with adolescents. Results: We detected significant (p &lt; 0.05) pre-post gains in adolescents' knowledge of P2F4A curricular content and selected coping skills, such as relaxing and solving family problems. Our focus groups and interviews revealed that P2F4A helped adolescents build stronger interpersonal relationships with peers and the content was directly applicable to real life. Conclusion: Our new findings suggest that college and career readiness curriculum interventions--if appropriately developed for and targeted to underserved adolescents--have strong potential to build underserved adolescents' foundational skills that they can apply towards realizing their future college and career aspirations.
Hispanic Association of Colleges &amp; Universities Annual Report 2020. The Champions of Hispanic Success in Higher Education
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2021-05-27
Type: Reports - Descriptive
Subjects: Minority Serving Institutions,Hispanic American Students,Internship Programs,Diversity,College Students,Higher Education,Leadership Training,Labor Force Development,Federal Aid,Advocacy,Federal Programs,Corporations,Scholarships,COVID-19,Pandemics,Grants,Conferences (Gatherings),Income,Expenditures,Student Financial Aid

For 35 years, the mission of the Hispanic Association of Colleges and Universities (HACU) has been to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs). HSIs today represent 17 percent of all institutions of higher education that enroll 66 percent of Hispanic undergraduates. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU is a nonprofit 501(c)(3) association with a membership of more than 500 colleges and universities in the United States, Washington, D.C., Puerto Rico, Latin America, Spain, and includes U.S. school districts. HACU's headquarters are located in San Antonio with regional offices in Washington, D.C., and Sacramento, California. Following a message from HACO's President/CEO and Chair of the Governing Board, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics discussed in this 2020 annual report include: (1) Opening Doors to a Diverse Workforce/HACU National Internship Program; (2) Investing in College Students; (3) Preparing the Next Generation of Higher Education Leaders; (4) National Capitol Forum on Hispanic Higher Education; (5) Annual Conference; (6) Pre/Post Events, Special Events; (7) Sponsors and Partners; (8) Honoring Champions of Hispanic Higher Education Success/HACU Awards; (9) La HACHE de HACU/Donors; and (10) Financials. [For the 2019 report, see ED609565.]
West Virginia Remote Learning: Framework for the COVID-19 Emergency. Revised
Author: West Virginia Department of Education
Date: 2020-04-03
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Long Range Planning,Counties,Student Needs,Educational Needs,Preschool Education,Elementary Secondary Education,Best Practices,Learner Engagement,Grading,Social Emotional Learning,Special Education,Family Involvement,Summer Programs,School Nurses,Family Role,Students with Disabilities,Family Environment,School Counseling,Interpersonal Communication

At the direction of Governor Jim Justice, West Virginia State Superintendent of Schools W. Clayton Burch created the Taskforce for Remote Learning to provide guidance on how schools can implement continuous learning in the face of the COVID-19 mandatory suspension of in-person instruction. The taskforce developed the West Virginia Remote Learning Framework for the COVID-19 Emergency document for counties to use when considering the types of information to include in the development of a long-term plan. This document has been developed by the West Virginia Department of Education in partnership with county superintendents and school staff. All information in this document is designed to support school counties in making decisions to address student learning needs during the COVID-19 crisis. The information in this document should be reviewed by superintendents and their staff for consideration and/or guidance as they develop, review, and/or revise their local remote learning plans. The following are the Taskforce for Remote Learning's overall recommendations: (1) Work with principals, teachers and other stakeholders to assist you in the development of your county plan; (2) Consider the programmatic level best practices around student engagement opportunities, grading, social/emotional, counseling, and graduation; (3) Assure your plans include special education services as well as other special populations; (4) Consider using summer learning opportunities to prepare students for the upcoming year (5) Create a clear and concise communication plan; (6) Expand considerations to include suggestions for student engagement, family/home contact and counseling; and (7) Include your next steps.
Improving Literacy in Key Stage 2. Guidance Report. Second Edition
Author: Bilton, Caroline
Date: 2021-11-26
Type: Guides - General
Subjects: Literacy Education,Reading Instruction,Teaching Methods,Evidence Based Practice,Elementary School Students,Language Skills,Reading Fluency,Reading Comprehension,Writing Instruction,Writing (Composition),Sentences,Drills (Practice),Student Evaluation,Student Needs,Intervention,Reading Difficulties,Foreign Countries

This report offers seven practical, evidence-based recommendations that are relevant to all pupils, and particularly to those struggling with their literacy. To develop the recommendations, we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This second edition of the guidance report presents the same recommendations as the first but also offers additional examples, explanations, and resources to support educators to put the recommendations into practice. The report is one of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pedagogy and approaches to support the literacy development of pupils between the ages of seven and eleven in Key Stage 2. However, teachers may also find it useful for older pupils who have fallen behind their peers, or younger pupils who are making rapid progress. [For the first edition of this report, see ED612216.]
School Life: Official Organ of the United States Bureau of Education, Department of the Interior. Volume XIII. September, 1927-June, 1928
Author: Boykin, James C., Ed.
Date: 1928-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Educational Theories,Intellectual Disciplines,Books,Organizations (Groups),Citizenship

This document contains the September 1927 through June 1928 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Bureau of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XIII index is included.
Teacher Feedback to Improve Pupil Learning. Guidance Report
Author: Collin, Joe
Date: 2021-08-16
Type: Reports - General
Subjects: Student Evaluation,Feedback (Response),Outcomes of Education,Educational Quality,Best Practices,Instructional Effectiveness,Written Language,School Policy,Formative Evaluation

All school leaders understand the importance of providing meaningful feedback. Done well, it supports pupil progress, building learning, addressing misunderstandings, and thereby closing the gap between where a pupil is and where the teacher wants them to be. However, not all feedback has positive effects. Done badly, feedback can even harm progress. Nor is feedback ?'free'. Large amounts of time are spent providing pupils with feedback, perhaps not always productively. Historically, much consideration has been given to the methods by which feedback is delivered. Specifically, should feedback be written, or should it be verbal? This guidance report aims to move beyond this and focus on what really matters: the principles of good feedback rather than the written or verbal methods of feedback delivery. The guidance report is based on the best available international evidence, in addition to a review of current practice, and refined through consultation with teachers and other experts.