ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Certification Reciprocity to Expand Connecticut&apos;s Educator Talent Pool
Author: Beatson, Caitlin
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Certification,Talent Development,State Departments of Education,Educational Cooperation,State Boards of Education,State Policy,Teacher Qualifications,Teacher Effectiveness,Kindergarten,Elementary Secondary Education,Licensing Examinations (Professions),Teacher Employment

Connecticut Governor Ned Lamont and Education Commissioner Charlene Russell-Tucker announced the expansion of the northeastern reciprocity agreement to include certified educators throughout the Northeast, Mid-Atlantic, and beyond. As of April 21, 2022, &quot;educators in Delaware, the District of Columbia, Maine, Massachusetts, Maryland, New Hampshire, New Jersey, New York, Pennsylvania, Puerto Rico, Rhode Island, Vermont, and Virginia who hold an 'active, valid certificate' may apply and obtain a Connecticut certificate after verification by the State Department of Education,&quot; according to a press release. To help further inform the Connecticut State Department of Education's (CSDE) recommendation that the State Board of Education adopt the enhanced reciprocity policy, the Region 2 Comprehensive Center (R2CC) developed the &quot;Teacher Certification Reciprocity Tool,&quot; which compares certification requirements among the identified states and territories. The tool also significantly reduces the time required for CSDE analysts to approve out-of-state candidates for certification.
Ready for Kindergarten! Survey (R4K!S) Report: 2020-2021 Report to Supervisory Unions/Supervisory Districts
Author: Vermont Agency of Education
Date: 2021-09-03
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Young Children,School Readiness,Student Evaluation,Social Development,Emotional Development,Physical Development,Physical Health,Communication Skills,Cognitive Development,Enrollment,Surveys,Scores,School Demography,Lunch Programs,Preschool Education

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes &quot;readiness.&quot; Vermont's concept of children's readiness is multidimensional; it includes social and emotional development, communication, physical health, as well as cognitive development, knowledge, and approaches to learning (e.g., enthusiasm for learning, persistence, curiosity). Vermont's concept also reflects the belief that &quot;school readiness&quot; is interactional: children need to be ready for schools, and schools need to be ready to accommodate the diverse needs of children. The R4K!S consists of 34 items across the following domains: (1) Physical Development and Health; (2) Social and Emotional Development; (3) Approaches to Learning; (4) Communication; and (5) Cognitive Development. Kindergarten teachers are required to rate each child's skills as &quot;beginning,&quot; &quot;practicing,&quot; or &quot;performing independently&quot; on 28 items in addition to six additional questions related to health and well-being. [For the 2019-2020 report, see ED628366.]
Impact of the COVID-19 Pandemic on VET. Research Report
Author: Trimboli, Daniella
Date: 2023-00-00
Type: Reports - Research
Subjects: Vocational Education,COVID-19,Pandemics,Foreign Countries,Educational Change,College Students,College Faculty,Enrollment Rate,Outcomes of Education,Student Satisfaction,Student Participation,Training,Business,Resilience (Psychology)

When the COVID-19 virus was declared a worldwide pandemic by the World Health Organisation (WHO) in March 2020, no one could have anticipated the extent to which it would impact on all aspects of Australian society, including the vocational education and training (VET) sector -- nor for how long. The VET sector has always prioritised practical experience and face-to-face engagement between learners and trainers, an underpinning characteristic of the sector that has been affected at every level throughout the pandemic. In 2023, it is now clear that while the fundamental structure of VET has remained intact, COVID-19 has significantly reorganised the business practices of training providers and its impacts on the sector will be long-lasting. This research assembles a range of quantitative and qualitative data to map the key impacts of the pandemic on VET students and providers. Student enrolments, outcomes, and satisfaction data from 2020 through to the end of 2021 are compared with pre-pandemic data (2019). Augmenting these data are qualitative findings from consultations with peak body representatives and interviews with training providers from across Australia.
Positive Behavior Support 2009-2010. Research Brief. DPE Publication No. 09.80 RB
Author: Johnson, Beth
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,Student Behavior,Intervention,School Districts,Behavior Problems,Program Implementation,Educational Environment,Elementary Secondary Education,Teacher Attitudes,Student Attitudes,Classroom Techniques,Attendance,Discipline,Time,At Risk Students,Disproportionate Representation,Specialists,School Culture,Racial Differences

This research brief report provides highlights from the full report (published separately). In 2009-2010, Positive Behavior Support (PBS) was implemented on 80 Austin Independent School District (AISD) campuses with support from the AISD PBS team. Through PBS, campuses develop a continuum of systemic and individualized strategies delivered within school-wide, classroom, and individual student systems. [For the full report, see ED628375.]
Positive Behavior Support Evaluation, 2009-2010. Publication Number 09.80
Author: Johnson, Beth
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Positive Behavior Supports,Student Behavior,Intervention,School Districts,Behavior Problems,Program Implementation,Educational Environment,Elementary Secondary Education,Teacher Attitudes,Student Attitudes,Classroom Techniques,Attendance,Discipline,Time,At Risk Students,Disproportionate Representation,Financial Support,Specialists,School Culture,Racial Differences

In 2009-2010, Positive Behavior Support (PBS) was implemented on 80 Austin Independent School District (AISD) campuses with support from the AISD PBS team. Through PBS, campuses develop a continuum of systemic and individualized strategies delivered within school-wide, classroom, and individual student systems. A separate research brief report also was published. [For the research brief, see ED628374.]
School Meal Programs: USDA Could Enhance Implementation of the Buy American Provision. Report to Congressional Requesters. GAO-23-105884
Author: Larin, Kathryn A.
Date: 2023-04-00
Type: Reports - Research
Subjects: Lunch Programs,Breakfast Programs,Food,Purchasing,Decision Making,Educational Legislation,Federal Legislation,Food Standards

The U.S. Department of Agriculture (USDA) Food and Nutrition Service (FNS) administers the school meal programs that provide nutritious, lowcost meals to about 30 million children each day, according to USDA fiscal year 2019 data. School food authorities participating in the National School Lunch Program or the School Breakfast Program must comply with the Buy American provision, which requires them to buy domestic foods and food products to the maximum extent practicable. The US Government Accountability Office (GAO) was asked to review implementation of the Buy American provision in school meal programs. This report examines how school food authorities used exceptions from the Buy American provision and the extent to which USDA supported states and school food authorities in implementing the Buy American provision.
Staff Climate Survey Results: Summary for 2007-2008 through 2009-2010. Publication Number 09.27
Author: Lamb, Lindsay M.
Date: 2010-04-00
Type: Reports - Research
Subjects: School Districts,Educational Environment,Teacher Attitudes,Work Environment,Elementary Secondary Education,Public School Teachers,School Personnel,Administrators,Teacher Surveys,Administrator Surveys,Teacher Behavior,School Safety,Collegiality,Academic Achievement,School Community Relationship,Leadership,Academic Standards,Student Behavior,Classroom Techniques,Positive Behavior Supports

Each year, AISD uses a survey to measure campus staff perceptions of their work environment. This district report shows longitudinal trends in campus climate from 2007-2008 through 2009-2010.
Results of the 2010 Student Substance Use and Safety Survey: High School and Middle School Report. Publication #09.53c
Author: Naik, Reetu
Date: 2010-08-00
Type: Reports - Research
Subjects: Middle School Students,High School Students,Substance Abuse,School Safety,Knowledge Level,Student Attitudes,Student Behavior,School Violence

The AISD Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD students in middle schools and high schools, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues. This report summarizes results for the 2009-2010 school year.
ACCESS 2009-2010 Summary: Gang Prevention and Intervention. Report 09.75g
Author: Johnson, Beth
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Juvenile Gangs,Prevention,Intervention,Middle School Students,High School Students,School Districts,Incidence,Student Attitudes,Teacher Attitudes,Program Descriptions,Law Enforcement,Trend Analysis,School Safety,Program Evaluation,Federal Aid,Police School Relationship

Austin Community Collaboration to Enhance Student Success (ACCESS) funded prevention and intervention efforts to law-enforcement gang suppression work. Since 2007-2008, students' reports of gang activity at both middle schools and high schools have declined, reversing a trend of increased reports of gang activity in the years preceding the prevention efforts. In addition, both actual incidents and perceptions of gang activity among middle school students and staff declined from 2008-2009 to 2009-2010. The decrease in incidents and perceptions of gang activity was greater among middle school students, who had more opportunity to experience prevention efforts, than it was among high school students.
Middle Level Education Plan Evaluation Summary, 2009-2010. DPE Publication 09.79
Author: Looby, Karen
Date: 2010-10-00
Type: Reports - Research
Subjects: Program Evaluation,Educational Planning,Middle School Students,Educational Strategies,Service Learning,Core Curriculum,Interpersonal Competence,Values Education,English Language Learners,Program Implementation,Academic Advising,Positive Behavior Supports

This report summarizes 2009-2010 evaluation results of AISD's middle level education plan.
2010 ACT Test Results. DPE Publication 10.04.RB
Author: Looby, Karen
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Test Results,Scores,Academic Achievement,English,Mathematics Achievement,Reading Achievement,Science Achievement,Science Process Skills,American Indian Students,Asian American Students,African American Students,Hispanic American Students,White Students

The ACT is a national college admissions examination. ACT, Inc. provides an annual summary of student performance at the end of each academic year. Results from the 2010 annual summary are described in this brief report.
Ready for Kindergarten! Survey (R4K!S), 2021-2022. Report to Supervisory Unions/Supervisory Districts
Author: Vermont Agency of Education
Date: 2023-02-02
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Young Children,School Readiness,Student Evaluation,Social Development,Emotional Development,Physical Development,Physical Health,Communication Skills,Cognitive Development,Enrollment,Surveys,Scores,School Demography,Lunch Programs,Preschool Education

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes &quot;readiness.&quot; Vermont's concept of children's readiness is multidimensional; it includes social and emotional development, communication, physical health, as well as cognitive development, knowledge, and approaches to learning (e.g., enthusiasm for learning, persistence, curiosity). Vermont's concept also reflects the belief that &quot;school readiness&quot; is interactional: children need to be ready for schools, and schools need to be ready to accommodate the diverse needs of children. The R4K!S consists of 34 items across the following domains: (1) Physical Development and Health; (2) Social and Emotional Development; (3) Approaches to Learning; (4) Communication; and (5) Cognitive Development. Kindergarten teachers are required to rate each child's skills as &quot;beginning,&quot; &quot;practicing,&quot; or &quot;performing independently&quot; on 28 items in addition to six additional questions related to health and well-being. [For the 2020-2021 report, see ED628371.]
REACH Program Update: Program Implementation. Publication No. 09.85 RB
Author: Lamb, Lindsay M.
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Program Implementation,Teacher Attitudes,Administrator Attitudes,Principals,Teacher Administrator Relationship,Self Efficacy

Data collected from AISD REACH program staff and participants indicate three factors predict high campus implementation and program impact: (1) principals support; (2) attitudes toward SLOs; and (3) teacher self-efficacy.
2010 SAT Test Results. DPE Publication 10.02.RB
Author: Looby, Karen
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,High School Students,Student Participation,Racial Differences,Trend Analysis,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement

The SAT is a national college admissions examination. The College Board provides an annual summary of student performance at the end of each academic year. This report provides a summary of AISD student test results for 2010.
Department of Education: Employment Information for Key Grant Programs That Foster Expertise in World Languages and Cultures. Report to Congressional Requesters. GAO-23-105971
Author: Emrey-Arras, Melissa
Date: 2023-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Second Language Learning,Second Language Instruction,Employment Potential,Grants,Educational Legislation,Federal Legislation,Higher Education,College Second Language Programs,Area Studies,Program Evaluation,Universities,Surveys,Outcomes of Education,Public Officials,Administrator Attitudes,Educational Finance,International Education,College Graduates,Career Development,State Government,Federal Government,Armed Forces,Nonprofit Organizations,Local Government,International Organizations,Employment,Language Proficiency,Cultural Awareness,Fellowships,Private Sector,Graduate Study,Undergraduate Study,Expertise,Federal Programs

In today's interconnected world, many career fields--such as diplomacy, national security, and business--need individuals with knowledge about world languages and cultures. To address these areas of needed expertise--both at the federal level as well as in the education, business, and nonprofit sectors--the Higher Education Act of 1965, as amended, authorizes The Department of Education's Foreign Language and Area Studies (FLAS) and National Resource Center (NRC) grant programs. The US Government Accountability Office was asked to review how these programs support employment in areas of need. Among other issues, this report addresses how selected grantee universities describe encouraging employment in areas of need in their grant applications, and what Education's most recent survey of FLAS graduates shows about respondents' employment outcomes. GAO reviewed relevant application narratives from a non-generalizable sample of 27 NRC grantee universities (25 of which were also FLAS grantees) and grouped employment activities described by grantees into nine categories. These grantees comprised about 23 percent of all fiscal year 2022 NRC and FLAS grantee universities. GAO also analyzed the results from Education's 2019 survey of FLAS graduates, the most recent available. Due to the differences in the structure of the FLAS and NRC programs, Education does not administer a similar survey to NRC grantees. In addition, GAO reviewed relevant federal laws and regulations and program documents, and interviewed officials from Education.
K-12 Education: Department of Education Should Provide Information on Equity and Safety in School Dress Codes. Report to Congressional Addressees. GAO-23-105348
Author: Nowicki, Jacqueline M.
Date: 2022-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Dress Codes,School Safety,Equal Education,Discipline Policy,School Districts,Governance,Data,Researchers,Educational Research,Educational Policy,Guidance,Privacy,Personal Autonomy,Gender Discrimination,Clothing

In recent years, researchers, advocates, parents, and students have raised concerns about equity in school dress codes. Concerns have included the detrimental effects of removing students from the classroom for dress code violations. A committee report accompanying H.R. 7614 included a provision for the US Government Accountability Office (GAO) to study dress code discipline. This report also addresses a request to study informal removals. This report examines (1) the characteristics of K12 dress codes across school districts nationwide, and how Education supports the design of equitable and safe dress codes; and (2) the enforcement of dress codes, and how Education supports equitable dress code enforcement. To examine characteristics of dress codes, GAO analyzed a nationally representative sample of public school district dress codes. To assess the enforcement of dress codes and how Education supports school districts, GAO analyzed Education data; reviewed relevant studies on dress code discipline; and interviewed academic researchers and officials from national organizations, school districts, and Education. GAO is making four recommendations: (1) The Secretary of Education should provide resources to help districts and schools design equitable dress codes to promote a supportive and inclusive learning environment; (2) The Secretary of Education should include dress code information in existing resources on safe and supportive schools. This information could include examples of dress codes that safeguard students' privacy and body autonomy; (3) The Secretary of Education should provide resources for states, school districts, and schools on the equitable enforcement of discipline, including dress code discipline. These resources should include information that helps states, school districts, and schools address potential disparities and disproportionality in dress code enforcement, as appropriate; and (4) The Secretary of Education should collect information on the prevalence and effects of informal removals and non-exclusionary discipline and disseminate this information to states, school districts, and schools.
The Automated Model of Comprehension v2.0
Author: Corlatescu, Dragos-Georgian
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Reading Comprehension,Reading Processes,Memory,Schemata (Cognition),Natural Language Processing,Inferences,Prior Learning,Semantics,Heuristics,Visualization,Graphs

Reading comprehension is key to knowledge acquisition and to reinforcing memory for previous information. While reading, a mental representation is constructed in the reader's mind. The mental model comprises the words in the text, the relations between the words, and inferences linking to concepts in prior knowledge. The automated model of comprehension (AMoC) simulates the construction of readers' mental representations of text by building syntactic and semantic relations between words, coupled with inferences of related concepts that rely on various automated semantic models. This paper introduces the second version of AMoC that builds upon the initial model with a revised processing pipeline in Python leveraging state-of-the-art NLP models, additional heuristics for improved representations, as well as a new radiant graph visualization of the comprehension model.
Labour Market Outcomes for College and University Graduates, 2010 to 2019. Technical Reference Guides for the Education and Labour Market Longitudinal Platform (ELMLP). Catalogue No. 37200001
Author: Statistics Canada
Date: 2023-04-18
Type: Reports - Research
Subjects: Foreign Countries,College Graduates,Labor Market,Education Work Relationship,Outcomes of Education,Employment Level,Wages,Data,Educational Indicators

Each year, Statistics Canada releases data on the labour market outcomes of college and university graduates using data from the Education and Labour Market Longitudinal Platform (ELMLP). Statistics Canada has developed the ELMLP in collaboration with the provincial and territorial ministries of education, Employment and Social Development Canada (ESDC), and other stakeholders. The ELMLP allows longitudinal integration of administrative data related to education with other data sources to provide anonymized, customized datasets for analytical purposes. The data used for the calculation of graduate outcome indicators are derived from the Postsecondary Student Information System (PSIS) and selected tax variables from the T1 Family File (T1FF) and the Administrative Personal Income Masterfile (APIM). Using both PSIS and tax data, ten graduating cohorts from the 2010 to 2019 calendar years were derived for the 2023 release.
2010 AISD Employee Coordinated Survey. Research Brief. DPE Publication No. 09.57RB
Author: Cornetto, Karen M.
Date: 2010-08-00
Type: Reports - Research
Subjects: School Districts,Teacher Surveys,Teacher Attitudes,Employee Attitudes,School Personnel,Satisfaction,Professional Development,Communities of Practice,Needs Assessment,Response Rates (Questionnaires)

This report summarizes results of AISD's 2010 employee coordinated survey.
Quality Teaching for English Learners (QTEL): Reflections on Building the Base Austin, 2010. DPE Report 10.01
Author: Gossman, Ginger
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: School Districts,Faculty Development,Teacher Effectiveness,English Language Learners,High School Teachers,Best Practices,Achievement Gap,Teacher Attitudes,Middle School Teachers,Teacher Participation,Educational Strategies,Educational Benefits,Instructional Improvement,Second Language Instruction

QTEL is a professional development program for teachers. It is designed to improve instruction for English language learner students and close academic gaps. This report highlights AISD teachers' reflections on the program after year 3.