ethanporcaro/eric-fulltext-meta huggingface dataset:
Community School Standards. Updated
Author: Institute for Educational Leadership (IEL)
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Community Schools,Standards,Elementary Secondary Education,Federal Legislation,Educational Legislation,School Community Relationship,Partnerships in Education,Instructional Leadership,Educational Improvement,Family Involvement,Learner Engagement,Self Evaluation (Groups),Sustainability,Integrated Services

The Community School Standards are designed to engage and support the community schools movement as a standards-driven, evidence-based strategy to promote equity and educational excellence for each and every child, and an approach that strengthens families and community. The standards have three objectives: (1) to help new community schools more effectively develop and implement their community school plans; (2) to assist existing community schools to strengthen the quality of their practice and document outcomes; and (3) to provide a consistent language and framework for advocacy, technical assistance, research, funding, and policy efforts. The standards include two parts. Part 1 covers the structures and functions of a community school. Part 2 addresses the core program elements that occur in community schools. A glossary of terms can be found after Part 2. Each standard is organized into three levels: the standard, related elements, and indicators of performance. Each standard addresses the broad category of community schools implementation. The elements within each standard reflect specific features of high level implementation. The indicators serve primarily as examples of how a community school practitioner and partners might demonstrate the elements along an implementation continuum of a comprehensive and coherent community school strategy. [For the previous version, see ED583598.]
Fall 2020 PBIS School Status Updates for Cohorts 15 and 16: Summary of Implementation Fidelity Assessments and Data Use
Author: Petersen, Amanda J.
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Positive Behavior Supports,Program Evaluation,Program Implementation,Fidelity,Data Use,Data Collection,Scores,Measures (Individuals),Training

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. A significant amount of research has been done to identify the critical features of PBIS. More generally, implementation science points to a specific sequence to ensure that PBIS is implemented with fidelity. This fall status report provides information on PBIS implementation fidelity for school teams who are currently in PBIS training sponsored by the Minnesota Department of Education (MDE). The Tiered Fidelity Inventory (TFI) measures implementation fidelity for each of the three tiers of PBIS. It is designed to be taken four times per year while a school team is in training. In Minnesota, schools complete a TFI at each PBIS training. In order to be implementing PBIS with fidelity, a school needs to score 70 percent or better for each of the three tiers of PBIS. This report summarizes average TFI scores and the types of data systems used by: (1) 70 school teams that are in their second year of training (Cohort 15); and (2) 53 school teams are in their first year of training (Cohort 16). Based on the review of the results, the report closes with issues for the Minnesota PBIS Statewide Leadership Team (SLT), including the Minnesota Department of Education (MDE) and the Regional Implementation Partners (RIPs) to consider when planning future PBIS trainings and working with school teams.
Spring 2019 PBIS School Status Updates for Cohorts 13 and 14: Summary of Implementation Fidelity Assessments and Data Use
Author: Petersen, Amanda J.
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Positive Behavior Supports,Program Implementation,Fidelity,Scores,Measures (Individuals),Program Evaluation,Training,Data Use,Data Collection

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. A significant amount of research has been done to identify the critical features of PBIS. More generally, implementation science points to a specific sequence to ensure that PBIS is implemented with fidelity. This spring status report provides information on PBIS implementation fidelity for school teams who are currently in PBIS training sponsored by the Minnesota Department of Education (MDE). The Tiered Fidelity Inventory (TFI) measures implementation fidelity for each of the three tiers of PBIS. It is designed to be taken four times per year while a school team is in training. In Minnesota, schools complete a TFI at each PBIS training and an additional TFI assessment is completed at their school with an external evaluator. In order to be implementing PBIS with fidelity, a school needs to score 70 percent or better for each of the three tiers of PBIS. This report summarizes average TFI scores, the number of Self-Assessment Surveys (SAS) taken, and the types of data systems used by: (1) 53 school teams that are in their second year of training (Cohort 13); and (2) 47 school teams are in their first year of training (Cohort 14). Based on the review of the results, the report closes with issues for the Minnesota PBIS Statewide Leadership Team (SLT), including the Minnesota Department of Education (MDE) and the Regional Implementation Partners (RIPs) to consider when planning future PBIS trainings and working with school teams.
Advanced Distributed Learning: Capability Maturity Model. Technical Report
Author: Malone, Naomi
Date: 2020-07-23
Type: Reports - Descriptive
Subjects: Organizational Effectiveness,Productivity,Success,Organizational Change,Models,Standards,Change Strategies,Educational Technology,Electronic Learning,Educational Improvement,Institutional Cooperation,Technology Integration,Technological Literacy,Agency Cooperation,Educational Innovation,Leadership Responsibility,Governance,Data Collection,Data Analysis

A capability maturity model provides a thorough understanding of where the organization is and, perhaps more importantly, where the organization needs to grow. The purpose of this report is to describe the development of the ADL Initiative Distributed Learning Capability Maturity Model (DL-CMM), illustrate its major components, and explain how it can be used to improve processes. [Contributing authors include: Brent Smith, Jerry Gordon, Bojana Andrejevic, and Mike Neeley.]
FAQ on Compensatory Education in Response to COVID-19
Author: Spar, Rebecca K.
Date: 2021-10-08
Type: Reports - Descriptive
Subjects: Compensatory Education,COVID-19,Pandemics,School Closing,Special Education,Access to Education,Related Services (Special Education),Academic Accommodations (Disabilities),Student Rights,Individualized Education Programs,Online Courses,Educational Technology,Electronic Learning,Eligibility,School Districts,Access to Computers,Internet,Achievement Gains,Distance Education,Legal Responsibility,Parents,Court Litigation

Compensatory education, also known as compensatory services, is a judicially created remedy which entitles a student to receive additional special education and related services, accommodations, and modifications when their rights under the Individuals with Disabilities Education Act (IDEA) have been violated. This report contains answers to questions regarding compensatory education in response to COVID-19.
Tips for Pursuing Academic Careers
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: STEM Education,Novices,Career Pathways,College Faculty,Researchers,Doctoral Students,Postdoctoral Education,Fellowships,Search Committees (Personnel),Job Search Methods,Job Applicants,Resumes (Personal),Letters (Correspondence),Interviews,Teacher Selection,Tenure

This tool is designed for early career STEM education researchers and developers to offer tips for pursuing careers in academia. The advice largely comes from National Science Foundation-funded awardees who have graciously shared information about their own career pathways, work experiences, and perspectives.
Spring 2016 Regional PBIS School Status and Training Updates: Summary of Results from School Training and Implementation Fidelity Measures
Author: Petersen, Amanda J.
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Positive Behavior Supports,Training,Program Implementation,Fidelity,Program Evaluation,Usability,Educational Planning,Check Lists

The Minnesota Department of Education (MDE) and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's 2-year training sequence for Positive Behavioral Interventions and Supports (PBIS). This Spring 2016 school status and training report provides a summary of the current implementation status of schools in training and results from the Spring 2016 training surveys. This report is intended for all stakeholders to better understand the status of PBIS of schools in training and help to refine training and data reporting. Wilder Research is contracted to evaluate the statewide PBIS initiative. As a part of the PBIS evaluation, surveys are conducted with school teams who are participating in the training sequence (one survey was completed per school team). The results of these surveys, school team attendance records from the Regional Training Projects, data system information gathered from the RIPs and from school teams, and data entered for the TIC (Cohort 10 only), TFI (Cohort 11 only), and SAS (both Cohort 10 and 11) are the basis of this report. This report summarizes the results of the Spring 2016 trainings and PBIS implementation as of May 2016: (1) There are a total of 52 Cohort 10 schools that are in their second year of training; and (2) There are a total of 56 Cohort 11 schools are in their first year of training.
Spring 2019 PBIS Training Updates: Summary of Results from Cohorts 13 and 14
Author: Petersen, Amanda J.
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Positive Behavior Supports,Training,Program Effectiveness,Program Evaluation,Usability,Satisfaction,Program Improvement,Adoption (Ideas)

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. The Minnesota Department of Education and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's two-year training sequence for PBIS. This report is intended for all stakeholders to better understand the status of PBIS schools in training. This report summarizes school teams' attendance at the Spring 2019 training and results from surveys they completed at the end of training. School teams are comprised of school staff members and administrators. Participating school teams complete one survey per team at each training. This report summarizes the results for: (1) 53 school teams that are in their second year of training (Cohort 13); and (2) 47 school teams are in their first year of training (Cohort 14).
Winter 2020-21 PBIS Training &amp; Implementation Fidelity Updates: Summary of Results from Cohorts 15 and 16
Author: Petersen, Amanda J.
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Positive Behavior Supports,Training,Program Implementation,Fidelity,Program Evaluation,Program Effectiveness,Satisfaction,Program Improvement,Adoption (Ideas)

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. Typically, the Minnesota Department of Education and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's two-year training sequence for PBIS. However, due to the ongoing COVID-19 global pandemic, the Minnesota State Leadership Team (SLT) modified PBIS training to align with individual school changes in learning plans (i.e., distance learning, hybrid, or in-person). This report summarizes training survey results for both of these types of training and their implementation fidelity measurement for Winter 2020-21. School teams are comprised of school staff members and administrators. Participating school teams complete one survey per team at each training. This report summarizes the results for: (1) 70 school teams that are in their second year of training (Cohort 15); and (2) 53 school teams are in their first year of training (Cohort 16).
Do Turkish Bilinguals of English Process Turkish Predictive Conditionals Different than Turkish Monolinguals?
Author: Atar, Cihat
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingualism,Monolingualism,English (Second Language),Grammar,Language Usage,Language Processing,Interference (Language),Verbs,Morphemes,Second Language Learning,Language Proficiency,College Graduates,Turkish,Elementary School Teachers

This study aims at testing if Turkish L2 users of English process predictive conditionals different than Turkish monolingual speakers in accordance with Multi-competence Theory (Cook, 2003). For data collection grammaticality judgment tasks (GJTs) are used and unlike traditional GJTs, contexts are added to clarify the tasks. The participants consist of 15 monolingual and 15 bilingual Turkish university-graduates. The results are evaluated using both descriptive statistics such as mean, median and standard deviation and also SPSS to show that the differences found between the groups are statistically significant. The analysis of the results shows that there is a statistically significant difference between monolingual and bilingual Turkish speakers. This finding implies that second language (L2) users have a different language system than monolinguals and they should be evaluated and compared for both their first language (L1) and L2 on their own terms rather than monolingual native speaker norms.
What Were the Reach and Impact of the Oregon Promise Financial Aid Program in Its First Two Years? REL 2022-119
Author: Hodara, Michelle
Date: 2021-11-00
Type: Reports - Research
Subjects: Program Effectiveness,Student Financial Aid,Program Evaluation,Community Colleges,Paying for College,Access to Education,Educational Attainment,High School Seniors,Student Characteristics,Low Income Students,Minority Group Students,Federal Aid,Grants,Grade Point Average,Enrollment,Academic Persistence,Attendance

In 2015 Oregon became the second state in the country to implement a statewide promise program. Its program, Oregon Promise, seeks to promote students' postsecondary attainment by covering nearly all community college tuition. This study used student data from K-12 public schools, Oregon Promise applications, and postsecondary records to examine which public high school seniors the program reached and served and to assess the program's impact on high school graduates' postsecondary outcomes in its first two years. The study found that Oregon Promise applicants generally reflected the demographic composition of all Oregon public high school seniors in 2015/16 and 2016/17, although applicants were more likely to be female and less likely to have received special education services. While applicant characteristics were similar in the first and second years, there were fewer eligible applicants and recipients in the second year, when an expected family contribution limit was added, than in the first year, and they were more likely to be from low-income households and to be students of color. Using grade point average (GPA) data from the Portland metropolitan area, the study also found that lowering the GPA requirement would have increased the overall applicant pool, as well as the number of applicants from low-income households and applicants of color. Just over half of recipients in the first year of the program renewed their award and received it in their second year at a community college. These recipients had better high school attendance and were more likely to have participated in college-level coursework during high school than recipients who received an award only in their first year. Finally, among high school graduates in the Portland metropolitan area with a GPA close to the eligibility cutoff (2.5), the offer of an award had a positive impact on first-year persistence and on persistence or college completion within four years of high school graduation. Findings from the statewide exploratory analysis also found positive program impacts on first-year persistence and persistence or college completion within three or four years of high school graduation for all 2015/16 and 2016/17 seniors in the state. Oregon stakeholders can use the findings to better understand the reach and impact of the Oregon Promise program, implications of program requirements on the number and composition of applicants and recipients, and the high school experiences of recipients who renewed their award. [For the Study Snapshot, see ED615646. For the appendixes, see ED615648.]
What Were the Reach and Impact of the Oregon Promise Financial Aid Program in Its First Two Years? Snapshot. REL 2022-119
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Student Financial Aid,Program Evaluation,Community Colleges,Paying for College,Access to Education,Educational Attainment,High School Seniors,Student Characteristics,Low Income Students,Minority Group Students,Federal Aid,Grants,Grade Point Average,Enrollment,Academic Persistence,Attendance

This Study Snapshot highlights key findings from a study that examines Oregon's statewide promise program. Representatives from Oregon's Higher Education Coordinating Commission and K-12 state and local education agencies worked with the Regional Educational Laboratory Northwest to conduct this study of Oregon Promise's reach and impact in its first two years among 2015/16 and 2016/17 public high school seniors. The study used student data from K-12 public schools, Oregon Promise applications, and postsecondary records to describe whom the program reached and served from Oregon public high schools. Oregon stakeholders can use the findings to better understand the implications of changing the Oregon Promise program requirements for the number and demographic composition of applicants and recipients and to consider the program's future based on its positive impacts. [For the full report, see ED615645. For the appendixes, see ED615648.]
Patterns of Community College Use among Working Adults. CCRC Research Brief
Author: Osterman, Paul
Date: 2021-10-00
Type: Reports - Research
Subjects: Community Colleges,Adult Students,Student Employment,Use Studies,Job Training,Two Year College Students,Attendance,Gender Differences,Racial Differences,Skill Development

Employer-provided training is the dominant form of skill development among American workers, but when it comes to training that people can seek out on their own, community colleges are just one of many options that include job training programs run by government agencies, nonprofits, proprietary schools, online programs, and unions. This brief describes results from a nationally representative survey of American workers between the ages of 24 and 64 to learn what training providers they have used and what their experiences have been with these providers. The survey finds that 48% of working adults have utilized community colleges at some point in their lives and that Black, Hispanic, and female workers have done so at a somewhat higher rate than White and male workers. Of those who used community colleges, 26% did so as adults, well after graduating from high school. A large majority of those who used community colleges--68%--reported positive outcomes such as earning a degree or certificate or transferring to a four-year college. One challenge that community colleges face is that they are often competing with other programs for students. The author provides some evidence on the nature of this competition and the underlying factors that drive it.
What Were the Reach and Impact of the Oregon Promise Financial Aid Program in Its First Two Years? Appendixes. REL 2022-119
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-11-00
Type: Reports - Research
Subjects: Program Effectiveness,Student Financial Aid,Program Evaluation,Community Colleges,Paying for College,Access to Education,Educational Attainment,High School Seniors,Student Characteristics,Low Income Students,Minority Group Students,Federal Aid,Grants,Grade Point Average,Enrollment,Academic Persistence,Attendance

The &quot;What Were the Reach and Impact of the Oregon Promise Financial Aid Program in Its First Two Years?&quot; study examined Oregon Promise, a program that promotes students' postsecondary attainment by covering nearly all community college tuition. The study used student data from K-12 public schools, Oregon Promise applications, and postsecondary records to examine which public high school seniors the program reached and served and to assess the program's impact on high school graduates' postsecondary outcomes in its first two years. The study found that Oregon Promise applicants generally reflected the demographic composition of all Oregon public high school seniors in 2015/16 and 2016/17, although applicants were more likely to be female and less likely to have received special education services. Oregon stakeholders can use the findings to better understand the reach and impact of the Oregon Promise program. This document presents the following three appendixes that accompany the study: (1) Oregon Promise; (2) Methods; and (3) Supporting analysis. [For the full report, see ED615645. For the Study Snapshot, see ED615646.]
Training as a Path to an Equitable Post-Pandemic Recovery: Considerations Based on an Analysis of Washington State&apos;s Short-Term Training Participants and Outcomes
Author: Tesfai, Lul
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Equal Education,COVID-19,Pandemics,Job Training,Labor Force Development,State Programs,Demography,Participant Characteristics,Occupations,Vocational Education,Student Characteristics,Gender Differences,Racial Composition,Racial Differences,Ethnicity,Prior Learning,Outcomes of Education

Based on comprehensive data from the Washington Workforce Training and Education Coordinating Board, this analysis explores short-term training programs, including which providers offer them and in which occupation-specific programs of study; the demographics of those who enroll in programs; and outcomes for program completers or graduates. Given limitations on the maintenance and matching of student-level data at the federal level, state-specific analyses of training program participation and outcomes provide the best glimpse into who accesses and benefits most from short-term training.