ethanporcaro/eric-fulltext-meta huggingface dataset:
Inventory Planning Facilitator&apos;s Notes. Student Assessment Inventory for School Districts
Author: Achieve, Inc.
Date: 2015-00-00
Type: Guides - Classroom - Teacher
Subjects: School Districts,Testing,Evaluation Methods,Planning,Program Implementation

These Inventory Planning Facilitator's Notes are intended for district leaders who are beginning the planning process for an assessment inventory. District leaders using this &quot;Student Assessment Inventory for School Districts&quot; training guide should have a basic understanding of the &quot;Student Assessment Inventory for School Districts&quot; (see ED603651) as well as knowledge of the summative and interim/benchmark assessments given in the district. The goals of the training session outlined herein are to: (1) Clarify district context and inventory goals and strategies to complete the assessment inventory process; (2) Develop an inventory communications and messaging strategy; and (3) Identify shared and district-specific needs for support in assessment inventory planning and use.
PERC Report: 2019 Tennessee Community College Student Course Materials Survey
Author: Spica, Elizabeth
Date: 2020-01-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Student Surveys,Instructional Materials,Textbooks,Student Costs,Purchasing,Decision Making,Graduation,Paying for College

The purpose of this survey research was to identify spending, purchase behaviors, and points of impact for course material costs on academic decisions and the ability of students at Tennessee community colleges to progress to graduation. The survey also addressed the extent to which required materials were being used in the classroom. 1,912 students enrolled across 12 of Tennessee's 13 community colleges participated in the survey, with results showing that for the fall 2019 semester, students reported spending an average of $119.18 per course, acquiring materials most frequently from their campus bookstore, followed closely by online purchases. Students also indicated that course material costs can have a negative influence on their academic decisions and ability to progress to graduation. Additionally, more than forty percent purchased required materials that were not being used. The results in this report are intended to help inform educational leaders and policymakers as they develop recommendations and initiatives geared toward increasing the affordability of required course materials. [This report was published by The University of Tennessee Knoxville Postsecondary Education Research Center.]
Better Connecting Postsecondary Education to Work: Practitioner-Informed Policy Design Commitments and Principles
Author: Jobs for the Future
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Education Work Relationship,Postsecondary Education,Educational Policy,Policy Formation,Educational Principles,Employment Potential,Equal Education,Educational Change,Community Colleges,Technical Institutes

The changing economy is radically altering the way we work and intensifying the pressure on talent development and economic opportunities. The changes that are underway promise to create new jobs, but only for people with the right skills. In an era when two-thirds of jobs already require some form of education and training beyond high school--an all-time high--the rapid rise of advanced technologies, such as automation and artificial intelligence, is further accelerating the shift to a skills economy. It has been estimated that 85 percent of the jobs that will be available in 2030 have yet to be created, and that the &quot;half-life of skills&quot; is shrinking to five years. People who want to remain employable and &quot;robot proof&quot; must master nonroutine, cognitive skills. Moreover, with the rise of the gig economy, the need for entrepreneurial skills is more essential than ever--it's estimated half of the labor force will work as freelancers by 2027. This seismic shift in the labor market demands new thinking about the role of postsecondary institutions in preparing individuals for work, supporting their ongoing skill development needs, and driving economic advancement for all. Policymakers seeking creative policy solutions to meeting workforce challenges would do well to focus their attention and investments on community and technical colleges. Considering their long-standing connections to business and industry, their deep roots in their local communities, and their unwavering commitment to open-access, low-cost education, these public, two-year institutions are well positioned to develop new sources of talent for the jobs of the future while also reaching and serving populations with the greatest need for credentials and upskilling.
Private Cost of Education and Academic Achievement of Students: An Analysis by School Types
Author: Khandagale, Vidyanand S.
Date: 2014-02-00
Type: Journal Articles
Subjects: Educational Finance,Academic Achievement,Student Costs,Private Schools,Public Schools,Foreign Countries,School Effectiveness,Private Financial Support,Scores,Effect Size

In this era of privatization and resulting commercialization of education at all levels, it is of paramount of importance to analyse the cost of education incurred to a student (or his/her parents) for his/her schooling. There is a public perception that higher one pays the amount of fees, better is likely to be his/her education and thereby, ultimately his/her academic achievement. This perception becomes more pronounced in case of self-financed schools as well as in case of private-aided schools when the Government wants to raise the fees. The present paper, thus attempts to analyse whether the academic achievement of students differs on the basis of school types, viz., private-unaided, private-aided and municipal schools in Greater Mumbai. In this attempt, it is also necessary to compute and compare the private cost of education per annum in private-unaided, private-aided and municipal schools. Cost analysis in education provides useful guide to education planners on the actual cost involved in producing a graduate at any level of education. It indeed, gives an insight into the pattern of educational expenditures. Cost analysis is often used to identify possible cost reduction. The need for cost reducing measures and more generally for policies towards cost effectiveness. This is necessary as the private cost of education is likely to be the lowest in municipal schools as the local government bears the entire cost of education and the highest in private-unaided schools. The next logical step is to ascertain whether the academic achievement of students differs on the basis of school types after adjusting for students' private cost of education per annum. This is essential so as to find out whether it is the private cost of education per annum incurred by the student or the characteristics of the school and the classroom processes matter and make the difference in the academic achievement of the students.
Deep Dive: Current Models of Distributed Assessment Systems in Science. Transforming Science Assessment: Systems for Innovation
Author: Achieve, Inc.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Elementary School Science,Secondary School Science,Science Instruction,Science Tests,State Policy,Educational Assessment,Educational Policy,State Departments of Education,Science Achievement,State School District Relationship,Educational Change,Student Evaluation,Summative Evaluation,Models,Formative Evaluation,School Districts,School District Autonomy,Program Descriptions,Program Development,Program Implementation

&quot;Transforming Science Assessment: Systems for Innovation,&quot; is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. This resource discusses two models that are emerging as common approaches to distributed assessment systems: those that are supported by the state and those that are supported by partner organizations.
Deep Dive: Current Models of State-Led Assessment Systems in Science. Transforming Science Assessment: Systems for Innovation
Author: Achieve, Inc.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Elementary School Science,Secondary School Science,Science Instruction,Science Tests,State Policy,Accountability,Educational Assessment,Educational Policy,State Departments of Education,Science Achievement,State School District Relationship,Educational Change,Student Evaluation,Summative Evaluation,Models,Formative Evaluation,Program Development,Program Implementation,Curriculum Based Assessment,Incentives,Program Descriptions,Curriculum Enrichment

&quot;Transforming Science Assessment: Systems for Innovation,&quot; is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. While there are common features of state-led assessment systems, states enacting these systems have made different decisions about how to design and implement their system based on their priorities, values, and state contexts. Discussed here are three different models for state-led assessment systems that are currently being developed and implemented: (1) The Centrally-Signaled Assessment System; (2) The Centrally-Mediated Assessment System; and (3) The Centrally-Planned Assessment System.
State Spotlight: Kentucky&apos;s State-Led Science Assessment System. Transforming Science Assessment: Systems for Innovation
Author: Achieve, Inc.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Elementary School Science,Secondary School Science,Science Instruction,Science Tests,State Policy,Accountability,Educational Assessment,Educational Policy,State Departments of Education,Science Achievement,Professional Development,State School District Relationship,Educational Change,Student Evaluation,Summative Evaluation,Feedback (Response),Incentives,Communication (Thought Transfer),Academic Standards,Program Implementation,Program Development,Science Teachers,Curriculum Enrichment

&quot;Transforming Science Assessment: Systems for Innovation,&quot; is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. Kentucky was one of the first states to formally and publicly pursue a system of assessments in science following their adoption of the Next Generation Science Standards (NGSS) (Kentucky Academic Standards in Science). Kentucky's system of assessments includes federally required on-demand statewide summative assessments in grades 4, 7, and high school; classroom-based through-course tasks administered multiple times each year in every classroom throughout the state; and ongoing, formative assessment processes in the classroom. The lynchpin of Kentucky's system is their through-course task model--a component that balances incentive structures with limited accountability implications, and dedicated support for classroom teachers with intentional coherence throughout the system.
State Spotlight: Michigan&apos;s Distributed Science Assessment System. Transforming Science Assessment: Systems for Innovation
Author: Achieve, Inc.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Elementary School Science,Secondary School Science,Science Instruction,Science Tests,State Policy,Accountability,Educational Assessment,Educational Policy,State Departments of Education,Science Achievement,Professional Development,State School District Relationship,Educational Change,Formative Evaluation,Summative Evaluation,Program Development,Program Implementation,Stakeholders,Teacher Associations,Academic Standards

&quot;Transforming Science Assessment: Systems for Innovation,&quot; is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. In Michigan, the State Education Agency (SEA) is focusing on developing the statewide summative assessments in science while supporting local efforts to develop and implement three-dimensional assessments. The vision for a balanced assessment system emphasizes the use of multiple sources of evidence, grounded in classroom experiences, to support inferences about student performance. Michigan routinely signals that while the state is focused on the statewide summative assessment in grades 5, 8, and 11, other components of the system need to be carefully considered, including classroom- and locally-based assessments. While Michigan's science leadership within the SEA is committed to science assessment systems, there are limited capacity and resources within the SEA to develop a comprehensive system of assessments that is state-driven. This, coupled with Michigan's geographic and demographic diversity and strong partnerships with districts and third-party organizations within the state, has led Michigan to focus on a distributed assessment system at this time.
State Spotlight: Nebraska&apos;s State-Led Science Assessment System. Transforming Science Assessment: Systems for Innovation
Author: Achieve, Inc.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Elementary School Science,Secondary School Science,Science Instruction,Science Tests,State Policy,Summative Evaluation,Accountability,Educational Assessment,Educational Policy,Formative Evaluation,State Departments of Education,Science Achievement,Professional Development,State School District Relationship,Educational Change,Scientific Concepts,Program Development,Program Implementation,Stakeholders,Curriculum Enrichment

&quot;Transforming Science Assessment: Systems for Innovation,&quot; is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. In Nebraska, the State Education Agency (SEA) is in the early stages of developing an assessment system that includes a statewide summative assessment, state-coordinated task library for each grade level and multiple purposes, and formative assessment resources and examples as part of a suite of tools to support classroom implementation. Nebraska is exploring a hybrid approach to their system of assessment by including distributed ownership of certain components of the system.
Finding the Greatness Within: Supporting College and Career Success for Young Men of Color
Author: Horgan, Dan
Date: 2017-00-00
Type: Reports - Research
Subjects: Success,Mentors,Minority Group Students,Career Readiness,College Readiness,Males,Low Income Students,Barriers,High School Students,College Students,Student Needs,Paying for College,College Attendance,Career Development,Job Skills,At Risk Students

Mentors can play an important role supporting youth as they make critical academic and career decisions during the transition to adulthood. For young people and their families, preparing for postsecondary opportunities can be an overwhelming, confusing, and stressful process. Having a mentor to help guide the process is beneficial for both young adults and their families. For boys and young men of color (BYMOC) from low-income households, mentors are especially important in preparing for college and career because of systemic barriers that limit opportunity and may impact their confidence and identity development. This research brief was created by MENTOR: The National Mentoring Partnership to highlight national efforts to increase effective mentoring for boys and young men of color. To develop this brief, MENTOR completed a literature review and interviewed The Fellowship Initiative (TFI) Fellows (high school and college students) and mentors to learn about how mentors can support young people as they prepare for college and careers.
Literacy and Financial Capability: An Evidence Review. National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2019-03-00
Type: Information Analyses
Subjects: Literacy,Money Management,Consumer Education,Reading Skills,Socioeconomic Influences,Motivation,Self Efficacy,School Role

While the link between financial capability and numeracy has been explored in numerous pieces of research, there is a dearth of studies that have explored the link between financial capability and literacy. This review pulls together the current evidence base that not only explores whether there is a link between the two but also showcases how this link can be conceptualised by focusing on skills, motivation and confidence. Overall, it suggests that there is a need to establish exactly how literacy supports financial education, and practical ways of implementing this.
Reading and Financial Capability: Exploring the Relationships. A National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2019-03-00
Type: Reports - Research
Subjects: Reading Skills,Money Management,Knowledge Level,Learning Motivation,Youth,Self Concept,Correlation,Motivation,Persistence,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Reading Attitudes,Reading Habits,Attitudes

How good a reader a child is relates to how financially capable they are. Indeed, this report shows that children and young people who have good reading skills are four times as likely to have good financial skills compared with their peers who have poor reading skills. The reasons for this link are complex, and we bring together three broad areas of education -- reading, financial capability and general academic motivation -- to understand how they are related. Building on our previous research on how literacy impacts different aspects of people's lives, this is the first time that we have explored whether and how literacy and financial capability are associated. We have developed a comprehensive model, which shows that reading and financial capability can be linked through general academic motivation. [This research was funded by The Hymans Robertson Foundation.]
Research Catalog, FY 2019
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: State Universities,Financial Support,Research,Federal Aid,State Aid,Private Financial Support,Resource Allocation,Educational Finance,Corporate Support,Technology Transfer,Research Universities

The Mississippi Public Universities &quot;Research Catalog&quot; is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The &quot;Research Catalog&quot; includes only external awards and non-appropriated state awards for research and sponsored programs. External funds for student financial aid are not included in the totals. The external resources identified in the &quot;Research Catalog&quot; are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities. [For the FY 2018 catalog, see ED593978.]
Twilight High School Program, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-01-31
Type: Reports - Research
Subjects: School Districts,High School Students,Graduation Requirements,At Risk Students,Program Effectiveness,Student Characteristics,Online Courses,Virtual Classrooms,Distance Education,Educational Technology,Graduation Rate,Withdrawal (Education),Enrollment Trends,Student Needs,Nontraditional Students,Instructional Program Divisions,Gender Differences,Racial Differences,Ethnicity,Special Education,Economically Disadvantaged,Dropout Prevention,Academically Gifted,Age Differences,Information Sources,Place of Residence,Parents,Employment Level,Student Motivation,Attendance,College Attendance,Career Readiness,Intellectual Disciplines

The Advanced Virtual Academy Twilight High School (Twilight High School) provides Houston Independent School District (HISD) high school students with opportunities to earn credits toward graduation and targets students who are at risk of not completing courses required to earn a high school diploma. This 2012-2013 Twilight High School program report describes program outcomes in the third year of program implementation. It describes characteristics of program participants, participant assessment of the program, and academic outcomes for the 2012-2013 school year in comparison to the 2011-2012 school year. The Twilight High School program began operations in November 2010.