ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. Department of the Interior, Bureau of Indian Education State Performance Plan. Submitted February 1, 2012 (Re-Submitted April 17, 2012). SPP Template-Part B
Author: Bureau of Indian Education
Date: 2012-04-17
Type: Reports - Descriptive
Subjects: American Indian Education,Federal Programs,Educational Planning,Strategic Planning,American Indian Reservations,Accountability,Program Descriptions,State Programs,Improvement Programs,Graduation Rate,Enrichment Activities,Benchmarking,Dropout Rate,Educational Trends,Measurement Objectives,Reading Programs,Individualized Education Programs,Student Participation,Mathematics Activities,Language Arts,Performance Based Assessment,Educational Indicators,Suspension,Expulsion,Student Placement,Transitional Programs,Educational Resources,Elementary Secondary Education

The Bureau of Indian Education (BIE) funds schools located on 63 reservations in 23 states across the nation. Of the 183 schools, 59 are Bureau operated and 124 are tribally controlled. One-hundred and sixteen schools provide instructional programs, 55 provide instructional as well as boarding services and 12 peripheral dormitories provide only boarding services (these students attend the local public schools). Seven schools are Off Reservation Boarding Schools (ORBS) that provide both instructional and boarding facilities to students from many different states. The BIE is not a school system organized into districts as are the majority of the states. The 184 Bureau funded schools are organized under 22 Education Line Offices. The smallest line office has two schools providing academic services and one boarding facility where the students receive their academic services in a public school. The largest line office serves 16 schools. In the BIE, schools are also meeting the reporting requirements of the LEA. This difference is greater than just terminology in that the Education Line Officers do not have the same line authority over the LEA/schools in their line office as do district superintendents in the public school system. The definition of Adequate Yearly Progress (AYP) that all BIE funded schools will follow is that of the state in which the school is located (25 CFR 30.104). This has been an important factor in the development of the State Performance Plan (SPP) due to the fact that there are significant variances between states in expectations for many indicators such as graduation rates, achievement cut scores, attendance and others. With the need to align targets with ESEA reporting and the need to use common standards and measures wherever possible the SPP targets are often written in a format that allows adjustment for the expectations of the state in which the school is located. This 2012 revision of the State Performance Plan (SPP) aligns reporting with what is used to report under the ESEA.
Annual Performance Report. Bureau of Indian Education FFY 2011. Revised Clarification, May 17, 2013. APR Template-Part B
Author: Bureau of Indian Education
Date: 2013-05-17
Type: Numerical/Quantitative Data
Subjects: American Indian Education,American Indian Reservations,Tribally Controlled Education,Data Analysis,Data Collection,Educational Improvement,Educational Indicators,Educational Practices,Educational Administration,Graduation Rate,Improvement Programs,Educational Resources,Annual Reports,School Effectiveness,Dropout Rate,Measurement Objectives,Measurement Techniques,Mathematics Tests,Special Education,Student Participation,Language Arts,Reading Tests,Benchmarking,Enrichment Activities,Program Descriptions,Suspension,Expulsion,Error Correction,Student Placement,Parent Surveys,Transitional Programs,State Action,Elementary Secondary Education

During SY 2011-2012, the Bureau of Indian Education (BIE) continued their efforts to improve the validity and reliability of data reporting. BIE data collections are dependent on school level entry (self-reporting) into the Native American Student Information System (NASIS) or into the BIE&apos;s Annual Report from the schools. In addition, data is gathered and analyzed through the Special Education Integrated Monitoring Process (SEIMP) conducted annually. Through on-site activities, annual conferences, and webinar training sessions, schools have increased their level of understanding of data requirements and analysis. The BIE aligns reporting requirements with ESEA. The BIE oversees a total of 172 elementary and secondary schools, located on 64 reservations in 23 states. Of these, 59 are BIE-operated and 113 are Tribally-operated under BIE contracts or grants. The BIE provides funds to all schools however tribal groups have been granted or contracted to operate the tribally controlled schools. Both category of schools are treated the same relative to program management, monitoring, and support. The BIE included stakeholder involvement in the development of the APR when members of the BIE Advisory Board for Exceptional Children met on January 24-25, 2013 in Albuquerque, New Mexico, and provided input on the data to be reported and the collection process. They asked for and received clarification on specific indicators and provided suggestions for revisions.
Bureau of Indian Affairs, Bureau of Indian Education State Performance Plan. Submitted February 1, 2011 (Resubmitted April 18, 2011). SPP Template-Part B
Author: Bureau of Indian Education
Date: 2011-04-18
Type: Reports - Evaluative
Subjects: American Indian Education,American Indian Reservations,State Policy,Educational Planning,Educational Improvement,Improvement Programs,Program Descriptions,Graduation Rate,Enrichment Activities,Measurement Objectives,Measurement Techniques,Benchmarking,Educational Resources,Dropout Rate,Special Education,Student Participation,Individualized Education Programs,Language Arts,Mathematics Tests,Mathematics Achievement,Reading Achievement,Reading Tests,Educational Indicators,Federal Programs,Suspension,Expulsion,Parent Participation,Parent Attitudes,Eligibility,Referral,Transitional Programs,Employment Level,Elementary Secondary Education

The Bureau of Indian Education (BIE) funds schools located on 63 reservations in 23 states across the nation. Of the 183 schools, 59 are Bureau operated and 124 are tribally controlled. One-hundred and sixteen schools provide instructional programs, 55 provide instructional as well as boarding services and 12 peripheral dormitories provide only boarding services (these students attend the local public schools). Seven schools are Off Reservation Boarding Schools (ORBS) that provide both instructional and boarding facilities to students from many different states. The BIE is not a school system organized into districts as are the majority of the states. The 184 Bureau funded schools are organized under 22 Education Line Offices. The smallest line office has two schools providing academic services and one boarding facility where the students receive their academic services in a public school. The largest line office serves 16 schools. In the BIE, schools are also meeting the reporting requirements of the LEA. This difference is greater than just terminology in that the Education Line Officers do not have the same line authority over the LEA/schools in their line office as do district superintendents in the public school system. The definition of Adequate Yearly Progress (AYP) that all BIE funded schools will follow is that of the state in which the school is located (25 CFR 30.104). This has been an important factor in the development of the State Performance Plan (SPP) due to the fact that there are significant variances between states in expectations for many indicators such as graduation rates, achievement cut scores, attendance and others. With the need to align targets with ESEA reporting and the need to use common standards and measures wherever possible the SPP targets are often written in a format that allows adjustment for the expectations of the state in which the school is located. This 2011 revision of the State Performance Plan (SPP) aligns reporting with what is used to report under the ESEA.
Annual Performance Report. FFY 2012. Revised Clarification April 30, 2014. APR Template-Part B.
Author: Bureau of Indian Education
Date: 2014-04-30
Type: Reports - Evaluative
Subjects: Annual Reports,Academic Achievement,Educational Assessment,Educational Indicators,American Indian Education,American Indian Reservations,Measurement Techniques,Measurement Objectives,Benchmarking,Graduation Rate,Disabilities,Special Education,Educational Improvement,Improvement Programs,Enrichment Activities,Dropout Rate,Educational Resources,Student Participation,Mathematics Tests,Language Arts,Reading Tests,Reading Achievement,Mathematics Achievement,Program Descriptions,Suspension,Expulsion,Educational Policy,Educational Practices,Student Placement,Educational Environment,Parent Attitudes,Parent Participation,Error Correction,Transitional Programs,Gender Differences,Response Rates (Questionnaires),Supervision

During school year (SY) 2012-2013, the Bureau of Indian Education (BIE) continued its efforts to improve the validity and reliability of data reporting. BIE data collections are dependent on school level entry (self-reporting) into the Native American Student Information System (NASIS) or into the BIE&apos;s Academic Report (formerly the BIEs Annual Report) from the schools. In addition, data is gathered and analyzed through the Special Education Integrated Monitoring Process (SEIMP) conducted annually. Through onsite activities and webinars, schools have increased their level of understanding of data requirements and analyses. The BIE aligns reporting requirements with the Elementary and Secondary Education Act (ESEA). The BIE oversees a total of 173 elementary and secondary schools, located on 64 reservations in 23 states. Of these, 58 are BIE-operated and 115 are Tribally-operated under BIE grants or contracts. The BIE provides funds to all schools; however tribal groups have been granted or contracted to operate the tribally controlled schools. Both category of schools are treated the same relative to program management, monitoring, and support. The BIE included stakeholder involvement in the development of the APR when members of the BIE Advisory Board for Exceptional Children participated in a conference call on January 17, 2014 and provided input on the data to be reported and the collection process. They asked for and received clarification on specific indicators and provided suggestions for revisions which have been incorporated.
A Call for Reformation of Teacher Preparation Programs in the United States
Author: Dann, Ashley Ireland
Date: 2014-09-23
Type: Reports - Evaluative
Subjects: Teacher Education,Educational Policy,Teacher Education Programs,Educational Change,Teacher Recruitment,Comparative Analysis,Educational Theories

Although current research, educational theorists, and international comparison prove a need for reform, the United States&apos; teacher preparation programs are failing. The following paper will call for the reform of teacher preparation programs in three distinct areas. Examination of current data, application of educational theorists&apos; perspectives and comparative analysis of international practices, will prove the need for reform in teacher preparation program recruitment practices, curriculum, and support systems.
Using Still Images for Written English Communication. Part 1
Author: Wood, David John
Date: 2014-01-31
Type: Reports - Research
Subjects: Foreign Countries,College Freshmen,English (Second Language),Second Language Instruction,Visual Aids,Photography,Writing Instruction,Active Learning,Questionnaires,Teaching Methods,Student Attitudes,Course Evaluation

The purpose of this study is to assess student response to teaching English for written communication in a Japanese university context by using students' own photographs instead of textbooks. Thirty Japanese college freshmen English majors of similar ability studying writing receive monthly assignments to use their own photographs to write about based on a Dogme approach as one form of Active Learning. Their reactions will be assessed via questionnaires to determine how they evaluate this approach as opposed to a conventional textbook-based class. The results will be checked against school wide evaluations to assess if the students respond similarly or not, as well as to compare them to other writing class students' evaluations. The resulting responses will indicate the level of approval or otherwise for the method both in the numerical ratings that students give to the approach as well as in their detailed comments which will be included for reference. Subject to positive feedback in the initial study, a follow-up study to incorporate students' recommendations may be deemed appropriate to confirm whether or not the same approach would motivate subsequent classes and to determine if the method can be improved. If students indicate that they want to interact more with each other, the method could be developed by increasing peer feedback from an early stage in the form of composing questions to each other to clarify meaning and produce more detailed explanations, in addition to the teacher's recommendations about making content more culturally transparent. Two appendices contain: (1) Textbook Examples of Other Writing; and (2) Student Writing Samples.
Annual Performance Report 2009-2010. Bureau of Indian Education. Submitted February 1, 2011. Revised Clarification, April 18, 2011. APR Template-Part B (4)
Author: Bureau of Indian Education
Date: 2011-04-18
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Elementary Secondary Education,Educational Indicators,Graduation Rate,High Schools,Dropouts,Federal Programs,Reading Achievement,Mathematics Achievement,Suspension,Expulsion,Parent Participation,Individualized Education Programs,Disabilities,Student Participation,Special Education,Enrollment,Higher Education,Employment,Postsecondary Education,Preschool Children,Student Placement,Disproportionate Representation,Student Evaluation,Referral,Compliance (Legal),Elementary Schools,Boarding Schools,Tribally Controlled Education

During SY 2009-2010, the Bureau of Indian Education (BIE) continued their efforts to improve the validity and reliability of data reporting. BIE data collections are dependent on school level entry (self reporting) into the Native American Student Information System (NASIS) or into the Bureau&apos;s Annual Report from the schools. In addition, data is gathered and analyzed through the compliance monitoring process conducted annually. Through on site activities and regularly scheduled webinar training sessions, schools have increased their level of understanding of data requirements and analysis. The BIE has changed the measurements to align with the reporting requirements under ESEA. The Bureau of Indian Education oversees a total of 183 elementary and secondary schools, located on 64 reservations in 23 states. Of these, 59 are BIE-operated and 124 are Tribally-operated under BIE contracts or grants. The Bureau also funds or operates off-reservation boarding schools and peripheral dormitories near reservations for students attending public schools. The BIE provides funds to all schools however tribal groups have been granted or contracted to operate the tribally controlled schools. Both category of schools are treated the same relative to program management, monitoring and support. Due to legally defined relationships, sanctions that are available to State school systems are not available within the BIE.
Annual Performance Report 2010-2011. Bureau of Indian Education. Submitted February 1, 2012. Revised Clarification, April 17, 2012. APR Template-Part B (4)
Author: Bureau of Indian Education
Date: 2012-04-17
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Elementary Secondary Education,Educational Indicators,Graduation Rate,High Schools,Dropouts,Federal Programs,Reading Achievement,Mathematics Achievement,Suspension,Expulsion,Parent Participation,Individualized Education Programs,Disabilities,Student Participation,Special Education,Enrollment,Higher Education,Employment,Postsecondary Education,Preschool Children,Student Placement,Disproportionate Representation,Student Evaluation,Referral,Compliance (Legal),Elementary Schools,Boarding Schools,Tribally Controlled Education

During SY 2010-2011, the Bureau of Indian Education (BIE) continued their efforts to improve the validity and reliability of data reporting. BIE data collections are dependent on school level entry (self-reporting) into the Native American Student Information System (NASIS) or into the Bureau&apos;s Annual Report from the schools. In addition, data is gathered and analyzed through the Special Education Integrated Monitoring Process (SEIMP) conducted annually. Through on site activities, annual conferences, and regularly scheduled webinar training sessions, schools have increased their level of understanding of data requirements and analysis. The BIE aligns reporting requirements with ESEA. The BIE oversees a total of 183 elementary and secondary schools, located on 64 reservations in 23 states. Of these, 59 are BIE-operated and 124 are Tribally-operated under BIE contracts or grants. The Bureau also funds or operates off-reservation boarding schools and peripheral dormitories near reservations for students attending public schools. The BIE provides funds to all schools however tribal groups have been granted or contracted to operate the tribally controlled schools. Both category of schools are treated the same relative to program management, monitoring and support.
Analysis of Parent Survey Data Addressing Part B SPP/APR Indicator #8--2011
Author: Penfield, Randall D.
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Parent Surveys,Special Education,Parent Participation,Rating Scales,Federal Legislation,Educational Legislation,Preschool Education,Elementary Secondary Education,Item Response Theory,Psychometrics,Disabilities,Race

In accordance with federal reporting requirements mandated by the U.S. Department of Education, Office of Special Education Programs (OSEP) under the Individuals with Disabilities Education Act, the Bureau of Indian Education (BIE) must report annually on 20 performance indicators related to the provision of special education services to children ages 3-21. This 2011 report presents findings of a survey conducted by the BIE to address Indicator #8, the &quot;percent of parents with a child receiving special education services who reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities.&quot; The report includes the following appendices: (1) Response Frequencies By Item; (2) WINSTEPS Control File; and (3) Selected WINSTEPS Output.
Analysis of Parent Survey Data Addressing Part B SPP/APR Indicator #8--2012
Author: Penfield, Randall D.
Date: 2012-06-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Parent Surveys,Special Education,Parent Participation,Rating Scales,Federal Legislation,Educational Legislation,Preschool Education,Elementary Secondary Education,Item Response Theory,Psychometrics,Disabilities,Race

In accordance with federal reporting requirements mandated by the U.S. Department of Education, Office of Special Education Programs (OSEP) under the Individuals with Disabilities Education Act, the Bureau of Indian Education (BIE) must report annually on 20 performance indicators related to the provision of special education services to children ages 3-21. This 2012 report presents findings of a survey conducted by the BIE to address Indicator #8, the &quot;percent of parents with a child receiving special education services who reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities.&quot; The report includes the appendices: (1) Response Frequencies By Item; (2) WINSTEPS Control File; and (3) Selected WINSTEPS Output.
Analysis of Parent Survey Data Addressing Part B SPP/APR Indicator #8--2013
Author: Penfield, Randall D.
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Parent Surveys,Special Education,Parent Participation,Rating Scales,Federal Legislation,Educational Legislation,Preschool Education,Elementary Secondary Education,Item Response Theory,Psychometrics,Disabilities,Race

In accordance with federal reporting requirements mandated by the U.S. Department of Education, Office of Special Education Programs (OSEP) under the Individuals with Disabilities Education Act, the Bureau of Indian Education (BIE) must report annually on 20 performance indicators related to the provision of special education services to children ages 3-21. This 2013 report presents findings of a survey conducted by the BIE to address Indicator #8, the &quot;percent of parents with a child receiving special education services who reported that schools facilitated parent involvement as a means of improving services and results for children with disabilities.&quot; The report includes the appendices: (1) Response Frequencies by Item; (2) WINSTEPS Control File; and (3) Selected WINSTEPS Output.
Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade. Stats in Brief. NCES 2015-075
Author: Cunningham, Brittany C.
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Gender Differences,STEM Education,National Competency Tests,High School Students,High School Graduates,Student Attitudes,Credits,Science Interests,Student Interests,Academic Achievement,Mathematics Achievement,Science Achievement,Questionnaires,Scores,Grade 12

As technical and scientific innovation continue to drive the global economy, educators, policymakers, and scientists seek to promote students' interest and achievement in the STEM fields to maintain the nation's competitive position (National Academy of Sciences 2006; National Science Board 2007; President's Council of Advisors on Science and Technology 2012). Many researchers have studied differences in male and female students' attitudes toward and performance in STEM courses and assessments. While some research shows that gaps in male and female performance on STEM-related assessments have narrowed or even closed (Lindberg et al. 2010), other research continues to report gender differences in student affective dispositions (i.e., interest) toward mathematics and science, as well as differences in student performance in mathematics and science, especially in math-intensive science fields (Ceci et al. 2014; White House Council on Women and Girls 2011). This &quot;Statistics in Brief&quot; describes high school graduates' attitudes toward STEM courses (specifically, mathematics and science), credits earned in STEM fields, and performance on the National Assessment of Educational Progress (NAEP) mathematics and science assessments in 2009. This brief uses data from two sources to investigate the research questions. The first is the 2009 NAEP High School Transcript Study (HSTS), conducted in conjunction with the 2009 NAEP assessment administration. Data for this brief also come from the 2009 NAEP Grade 12 Mathematics and Science Student Questionnaires, which collected information from students on their classroom experiences and educational support. The following are appended: (1) Data Tables; and (2) Standard Error Tables.