ethanporcaro/eric-fulltext-meta huggingface dataset:
Personalizing Education: How Florida Families Use Education Savings Accounts
Author: Burke, Lindsey
Date: 2018-02-00
Type: Reports - Research
Subjects: Money Management,Parents,Elementary Secondary Education,Educational Finance,Special Needs Students,Student Needs,Access to Education,School Choice,Tuition,Eligibility,Disabilities,Scholarships,Student Financial Aid

In 2014, Florida became the second state to enact education savings accounts (ESAs), a relatively new form of educational choice that empowers families to utilize state funding to customize K-12 schooling options beyond just private school tuition, which is all that's allowable under a more traditional voucher program. Now called the Gardiner Scholarship, the parents of more than 10,000 children with special needs throughout Florida used an ESA to tailor their children's education to meet their unique learning needs during the 2017-18 school year. This study examines how parents in Florida used their ESA funds during the first two school years of the program using data from Step Up for Students, which issued 99 percent of the ESAs during the 2014-15 school year and 95 percent of the ESAs during the 2015-16 school year. It also compares customization rates in Florida with those in Arizona, which in 2011 became the first state to establish ESAs. Families in Florida are fully embracing the customization afforded to them through the flexible Gardiner Scholarship ESA option. As ESAs expand in states across the country, the ways in which parents use these innovative accounts suggest more strongly than ever that a one-size-fits-all approach to schooling fits only some.
Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended in 2001, for Reporting on School Year 2012-2013, Pennsylvania
Author: Pennsylvania Department of Education
Date: 2014-03-07
Type: Reports - Descriptive
Subjects: Educational Legislation,Disabilities,Equal Education,Federal Legislation,Elementary Secondary Education,Grants,School Districts,Migrant Children,Rural Education,Poverty,Mathematics Achievement,Family Literacy,Reading Achievement,Academic Achievement,State Standards,Language Arts,Science Achievement,Homeless People,Children,Youth

Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended in 2001 provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce &quot;red tape&quot; and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies--State, local, and Federal--is a more coherent, well-integrated educational plan that will result in improved teaching and learning. The Consolidated State Application and Report includes the following ESEA programs: (1) Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies o Title I, Part B, Subpart 3 -- William F. Goodling Even Start Family Literacy Programs o Title I, Part C -- Education of Migratory Children (Includes the Migrant Child Count); (2) Title I, Part D -- Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk; (3) Title II, Part A -- Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund); (4) Title III, Part A -- English Language Acquisition, Language Enhancement, and Academic Achievement Act; (5) Title IV, Part A, Subpart 1 -- Safe and Drug-Free Schools and Communities State Grants; (6) Title IV, Part A, Subpart 2 -- Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program); (7) Title V, Part A -- Innovative Programs; (8) Title VI, Section 6111 -- Grants for State Assessments and Related Activities; (9) Title VI, Part B -- Rural Education Achievement Program; and (10) Title X, Part C -- Education for Homeless Children and Youths. [For the &quot;Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended in 2001, for Reporting on School Year 2011-2012, Pennsylvania,&quot; see ED591347.]
USAID Education: All Children Reading
Author: USAID
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Developing Nations,Reading Skills,Access to Education,Educational Quality,At Risk Students,Partnerships in Education,Sustainable Development,Teaching Methods,Student Centered Learning,Student Evaluation,Basic Skills,Parent Participation

The United States Agency for International Development (USAID) works in more than 50 developing countries to ensure that children have access to a quality education and the skills needed to be productive members of society. USAID invests in global education because they know that the positive effects of education are far-reaching - that it serves as a driver for all other development and for the reduction of extreme poverty. USAID's education work focuses on improving the reading skills of children; strengthening youth workforce development and higher education; and expanding access to quality education in crisis and conflict environments. USAID partners to leverage resources and expertise, strengthen education systems and drive change so that children and youth can learn. The United States has historically championed efforts to improve literacy around the world. While access to education has improved, the world is still experiencing a learning crisis -- 250 million children worldwide are unable to read, write or do math. The ability to read improves health and wellbeing of individuals and families, opens up employment opportunities, and mitigates the chances that youth will pursue criminal or violent activities. USAID works with governments, teachers, students, schools and communities to: (1) Improve teaching techniques and learning materials; (2) Support regular testing to measure reading skills; (3) Help teachers in the classroom with teaching basic skills, and student-centered learning; and (4) Promote parental and community involvement in schools and learning.
USAID Education Strategy Progress Report, 2011-2017
Author: USAID
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: International Organizations,International Programs,Educational Strategies,Developing Nations,Foreign Countries,Access to Education,Equal Education,Educational Quality,Educational Planning,Educational Change,National Security,Outcomes of Education,Reading Programs,Educational Innovation,Federal Programs,Public Agencies,Labor Force Development,Partnerships in Education,Higher Education,Conflict,War

The United States Agency for International Development (USAID) works in more than 50 countries to ensure that children and youth have access to the education and skills they need to be productive members of society. The launch of USAID's Education Strategy in 2011 set forth a clear, measurable agenda. At its core, the Strategy equipped USAID missions to deliver education that provides children and youth with the skills needed to succeed in school, employment and life. In 2016, USAID released the 2011-2015 Education Strategy Progress Report demonstrating USAID and its partners' accomplishments over the initial five years of the strategy. That report outlined how USAID's work in education strengthens education systems, uses data to inform its programs, and leverages the resources and expertise of partners to expand its reach. This report builds upon the initial progress report released in 2016 by highlighting ongoing achievements and progress. The accomplishments laid out in the following pages will provide a significant foundation for USAID's continued efforts to provide the world's most vulnerable children and youth with an opportunity to receive a quality education, contribute to their communities and succeed later in life. This report presents the results achieved to date under the 2011-2017 USAID Education Strategy. Building on the experience and lessons learned under the 2011 Education Strategy, USAID will continue to look for new and innovative ways of ensuring inclusive, equitable and quality education for all. In addition, USAID will ensure that its education programs support the Agency's goals of advancing U.S. national security and economic prosperity while promoting a path to self-reliance and resilience for developing countries. [For the 2011-2015 report, see ED572038.]
Racial Equity Initiative Data Report, 2017
Author: Washington State Department of Early Learning (DEL)
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Equal Education,Racial Bias,Early Childhood Education,Minority Group Students,Outcomes of Education,Achievement Gap,Data Collection,Race,Ethnic Groups,Young Children,Language Minorities,Kindergarten,School Readiness,White Students,Multiracial Persons,African American Students,Hispanic American Students,Asian American Students,Labor Force,Preschool Teachers,Home Visits,Student Characteristics

In 2016-2017 the Department of Early Learning (DEL) is undertaking a new Racial Equity Initiative to strengthen the department's organizational capacity to advance racial equity. The outline for this initiative describes the need for &quot;data and metrics to track results and measure the impact of DEL's actions at the child/family/community level and outcomes at the program/agency level.&quot; Specific data needed are: (1) Baseline data across DEL programs and services as to race/ethnicity and languages of children/families served, providers, and trainers/coaches; and (2) Comparable population-based eligible population data to determine if programs are serving eligible children/families of color and those from families with limited English proficiency. Additionally, information is needed to determine the extent to which outcomes of DEL programs are addressing racial/ethnic/language opportunity gaps. This Data Report is intended to support the initial data needs of DEL's equity initiative so that they may plan their work.
Rethinking Regulation: Overseeing Performance in a Diversifying Educational Ecosystem
Author: McShane, Michael Q.
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Federal Regulation,Educational Legislation,School Policy,Educational Policy,Politics of Education,Competition,Policy Formation,Academic Standards,Standard Setting,Risk Management,Educational Change,State Departments of Education,Standardized Tests,State Government,Legislators,Stakeholders,Review (Reexamination),School Choice,Charter Schools,Expenditure per Student,Educational Innovation,Elementary Secondary Education,Power Structure

As more and more cities and states diversify the educational options available to parents and students, creating magnet, open-enrollment, small school, career and technical, charter, and private school opportunities, educational choice markets need to become a part of the regulation conversation. In this report, Mike McShane examines the regulatory process and historical justifications for regulation to lay a groundwork for his four-step solution for reforming how K-12 education is regulated today. Understanding why government has regulated markets historically is important to understanding whether education needs more or less of it. The report discusses nine justifications that are often offered as reasons to regulate traditional public schools or educational choice programs. The vast majority of regulations emerge during a rulemaking process; that is, after laws are passed but before policies are created. It is important to understand the distinctions between laws, rules and policies, including who is involved in creating each. This report breaks down two main processes: standard setting and individualized screening. The author posits that there are four steps regulators can take to improve the regulatory environment surrounding K-12 education: (1) reform the standard-setting process; (2) focus on the worst actors; (3) use incentives to shape results; and (4) respect the hidden benefits of innovation. Reducing ineffective regulations for public educators should be just as important as protecting private education service providers from overregulation.
Early Learning Compensation Rates Comparison. Report to the Legislature
Author: Washington State Department of Early Learning (DEL)
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,State Aid,Child Care,Compensation (Remuneration),Preschool Teachers,Data Collection,Teacher Salaries,Costs,Grants,Qualifications,Child Caregivers

The Department of Early Learning (DEL) is directed by the state legislature to use currently collected data to compare state-funded child care compensation rates to market rates, cross-compare child care programs in other states and make biennial recommendations to the legislature on compensation models to attract high quality professionals. For the purposes of this report DEL analyzed the following data: (1) The Most recent 2012 Market Rate Survey; (2) The 2013 Child Care Aware Annual Data Report; (3) 2013-14 Early Childhood Education and Assistance Program (ECEAP) staff compensation rates; (4) Washington Head Start staff compensation rates; and (5) 2008-2009 state preschool salary data for Georgia, Minnesota, New Jersey, Wisconsin and Vermont. Based on the dated presented in this report, DEL made the following recommendations: (1) Continue to work with Washington's Education Research and Data Center (ERDC) to collect verified compensation data for early learning professionals. Based on this data, create a recommended teacher salary scale for both licensed child care and state-funded preschool; (2) Fund ECEAP at a level consistent with the latest research on essential elements of high quality preschool, positioning Washington to participate in the President's Preschool for All Initiative and other federal funding opportunities; (3) Build on the cost study completed in 2013 which modeled the cost of quality in Early Achievers. Update the cost study with a national entity to verify the costs associated with quality, including tiered reimbursement rates; (4) Review the 2015 Market Rate Survey results and, in partnership with the Department of Social and Health Services, create recommendations to bring the subsidy reimbursement rate closer to the 75th percentile in all regions. This will increase the number of providers who accept subsidy and create more high-quality early learning spaces for our most vulnerable children; and (5) Continue to tie subsidy rate increases to tiered reimbursement Level 3-5 in Early Achievers.
USAID Education Policy
Author: USAID
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: International Organizations,Public Agencies,Educational Policy,International Programs,Foreign Countries,Policy Formation,Educational Planning,Access to Education,Skill Development,Reading Skills,Numeracy,Social Development,Emotional Development,Job Skills,Elementary Secondary Education,Higher Education,Educational Quality,Capacity Building,Sustainable Development,Inclusion,Equal Education,Educational Objectives

The United States Agency for International Development (USAID) Education Policy provides an Agency-wide vision and direction for supporting partner countries in strengthening their capacity to deliver quality learning opportunities for children and youth. The primary purpose of programming in education by USAID is to achieve sustained, measurable improvements in learning outcomes and skills development. The principles laid out in the policy drive decision-making for new education investments supporting the vision that partner country education systems must enable all children and youth to acquire the education and skills needed to be productive members of society. The priority areas laid out in this policy serve as a general framing and orientation for USAID's work in education. Across these areas, USAID investments in education may cut across education levels (from pre-primary through higher education), types of institutions (state and non-state), and learning environments (formal and non-formal). These priorities illustrate key areas for programming and investment that are critical to supporting countries on their journey to self-reliance: (1) Children and youth, particularly the most marginalized and vulnerable, have increased access to quality education that is safe, relevant, and promotes social well-being; (2) Children and youth gain literacy, numeracy, and social-emotional skills that are foundational to future learning and success; (3) Youth gain the skills they need to lead productive lives, gain employment, and positively contribute to society; and (4) Higher education institutions have the capacity to be central actors in development by conducting and applying research, delivering quality education, and engaging with communities. USAID's education investments support partner countries to strengthen their capacity to achieve sustainable, quality learning and education outcomes. In the education sector, self-reliance describes a country's ability to sustainably finance and equitably deliver services that improve learning outcomes and skill acquisition for all children and youth.
Equity-Based Framework for Achieving Integrated Schooling: A Framework for School Districts and Communities in Designing Racially and Economically Integrated Schools
Author: Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: School Segregation,Ethnicity,Social Class,Equal Education,School Desegregation,Student Needs,Inclusion,Cooperative Planning,School Community Relationship,Partnerships in Education,Family School Relationship,Information Dissemination,Community Involvement,At Risk Students,Student Diversity,Socioeconomic Status,Student Placement,Magnet Schools,School Choice,Barriers,School Culture,Teacher Characteristics,Administrator Characteristics,Professional Development,Culturally Relevant Education,Extracurricular Activities,Family Involvement,Outcomes of Education,Educational Environment

For the past two decades, efforts to desegregate schools have largely failed (Orfield &amp; Frankenberg, 2014). Communities across America continue to re-segregate across racial, ethnic, and class lines. Today, even many desegregated schools fail to provide an integrated schooling experience in the classrooms and in other programs and activities. In response, many educators and advocates are seeking solutions that create more integrated schools. The Equity-Based Framework for Achieving Integrated Schooling is designed to assist communities and 21st century schools in creating integrated schools and in identifying areas of need or support to ensure all students acquire the incredible societal and academic benefits of integrated schooling. This accompanying narrative to the visual framework provides greater clarity to schools and communities that are considering integrated schooling. [This paper was also produced with the Western Educational Equity Assistance Center.]
Exploring New Hampshire&apos;s Private Education Sector. EdChoice Brief. [School Survey Series]
Author: Catt, Andrew D.
Date: 2018-06-00
Type: Reports - Research
Subjects: Private Schools,Elementary Secondary Education,Access to Education,Money Management,School Role,State Legislation,Educational Finance,Tax Credits,Scholarships,State Regulation,Geographic Regions,Tuition,Fees,Instructional Program Divisions,Student Financial Aid,Enrollment,Special Needs Students,Standardized Tests,Cognitive Tests,College Entrance Examinations,Achievement Tests,Institutional Characteristics,High Schools,Aptitude Tests

This brief is the 10th entry in the &quot;School Survey Series.&quot; This brief synthesizes information about New Hampshire's private schools from a survey conducted by EdChoice. These survey data--which include New Hampshire's private schools' open seats, tuition and fees, regulatory concerns, and interest in educational choice programs--paint a clearer picture of the state's private school landscape. Key findings include: (1) New Hampshire private schools have room for more students; (2) New Hampshire private schools are more affordable than one might think; (3) Most new Hampshire private schools will help families make up the difference; and (4) Not enough New Hampshire private schools know about educational choice programs.
Scaling Improvement in STEM Learning Environments: The Strategic Role of a National Organization
Author: Kezar, Adrianna
Date: 2018-00-00
Type: Reports - Research
Subjects: Undergraduate Study,STEM Education,Educational Improvement,Educational Quality,Universities,Professional Associations,Educational Change,Scaling,National Organizations,Educational Assessment,Program Implementation,Organizational Communication

This study explored an undergraduate education initiative developed by the Association of American Universities (AAU) to improve the quality of undergraduate teaching and learning in science, technology, engineering, and mathematics (STEM) fields at its member institutions. The study relied on interviews, documents, and observations to examine strategies that have been successful in scaling and sustaining changes arising from the AAU STEM Initiative. The project explored two major questions: (1) How does the AAU Initiative achieve scale in reform of undergraduate STEM teaching and learning?; and (2) What is the role of a national association in undergraduate STEM reform and what approaches are perceived to have the most impact in achieving scale?
USAID Education: Education in Crisis and Conflict
Author: USAID
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: International Organizations,International Programs,Developing Nations,Foreign Countries,Access to Education,War,Conflict,Educational Practices,Foreign Policy,At Risk Students,Partnerships in Education,Global Approach

USAID's education work focuses on improving the reading skills of children; strengthening youth workforce development and higher education; and expanding access to quality education in crisis and conflict environments. They partner to leverage resources and expertise, strengthen education systems and drive change so that children and youth can learn. This brief report describes how USAID provides access to education in crisis and conflict, fills the gap between humanitarian aid and development, and creates global partnerships. It concludes with country highlights.
Indiana&apos;s Schooling Deserts: Identifying Hoosier Communities Lacking Highly Rated Schools, Multi-Sector Options
Author: Catt, Andrew D.
Date: 2018-08-00
Type: Reports - Research
Subjects: School Choice,Proximity,Elementary Secondary Education,School Location,Accountability,Access to Education,High Schools,High School Students,Family Income,Maps,Educational Vouchers,Public Schools,Charter Schools,Magnet Schools,Educational Quality

Indiana's Schooling Deserts uses Geographic Information System (GIS) software to generate drive-time distances to different schooling types to examine the state's robust K-12 choice environment, under which more than 100,000 families are choosing a school for their children other than one that has been residentially assigned. The maps produced for this report show where families do not have options when it comes to highly rated or non-traditional schooling options and where policymakers and education entrepreneurs might find opportunity to support or grow more high-quality options.