ethanporcaro/eric-fulltext-meta huggingface dataset:
A Marshall Plan: Reimagining Michigan Public Education. 2020 State of Michigan Education Report
Author: Education Trust-Midwest
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Change,Best Practices,Educational Quality,Budgeting,Educational Finance,Money Management,Information Dissemination,Accountability,Extended School Day,Extended School Year,Summer Programs,Access to Education,Online Courses,Educational Technology,Technology Uses in Education,Access to Computers,Disadvantaged Youth,School Districts,Educational Needs,Family Needs,Internet,Inclusion,Social Emotional Learning,College Readiness,Career Readiness,Transitional Programs,Student Financial Aid

Over the last decade, the State of Michigan Public Education Report has marked annually Michigan's progress and performance based on important data-driven measures and outcomes. This year, for the 2020 report, The Education Trust-Midwest (ETM) reports on these important measures while also noting the unprecedented moment in which Michigan, the nation and world finds itself during the COVID-19 pandemic. As part of The Education Trust's rapid response to the crisis, The Education Trust and ETM are working to find national and state-level solutions to support student success during this time and offer best practices based on demonstrated evidence from around the country and state. In this report, they share these solution-oriented recommendations and best practices to inform Michigan's leaders' important efforts to support schools and students' educational recovery process. While this report includes recommendations for supporting the continuation and recovery of student learning--including through fair investment; honest information, transparency and public reporting; extended learning time; quality virtual instruction and access; inclusivity and socioemotional supports; and transitions to postsecondary opportunities--it also reports on Michigan's progress toward key goals for becoming a top ten state in education. Since the launch of the Michigan Achieves! campaign five years ago, ETM has tracked Michigan's performance and progress towards the goal of becoming a top ten state for education opportunity and achievement, focusing on key data-driven indicators. Following recommendations for state and district leaders to support the long-term recovery of student learning, the report presents the 2020 Michigan Achieves! Indicators and provides updated information on Michigan's progress and performance based on important data-driven measures and outcomes. [For &quot;Opportunity for All: 2019 State of Michigan Education Report,&quot; see ED598174.]
The Academic Impacts of Career and Technical Schools: A Case Study of a Large Urban School District
Author: Neild, Ruth Curran
Date: 2013-01-00
Type: Reports - Research
Subjects: Vocational Education,Vocational High Schools,Outcomes of Education,Urban Schools,School Districts,Academic Achievement,Labor Market,Postsecondary Education,Enrollment,Case Studies,Cohort Analysis,Admission (School),School Desegregation,Educational Demand,Mathematics Achievement,Reading Achievement,Minority Group Students,White Students,Courses

With growing public recognition that too many students in the United States fail to complete high school and that those who do graduate often are inadequately prepared for success in postsecondary education and the workforce, policymakers and education leaders are turning their attention afresh to the American high school. There has been relatively little discussion about the role of Career and Technical schools in preparing students to enter higher education and the workforce. More than 90 percent of the approximately 18,000 public high schools in the United States offer some type of career and technical education course. However, for approximately 900 high schools known as &quot;career and technical high schools&quot; (CTE schools), workforce preparation is the central and primary mission. A result of the lack of research focus to CTE schools (as opposed to just CTE courses taken at any type of school) is that there has been no gathering of evidence on the effects of CTE schools on a variety of student outcomes, including academic achievement, labor market outcomes, and postsecondary enrollment. This report addresses basic questions about academic outcomes associated with CTE schools. This report presents findings from a case study of five CTE schools in the School District of Philadelphia. Three cohorts of students -- the Classes of 2003, 2004, and 2005 -- are the focus of this report. Students in these cohorts were admitted to the CTE schools through a lottery that admitted students through random selection, taking into account student race/ethnicity in order to achieve court-ordered racial balance in the schools. This study takes advantage of this so-called &quot;natural experiment&quot; by comparing outcomes for applicants who were admitted with those for students who did not receive an acceptance. Two types of estimates are created for each outcome: (1) an &quot;Intent-to-Treat estimate,&quot; which compares outcomes for students who were accepted to CTE schools to outcomes for students who were not accepted; and (2) a &quot;Dosage estimate,&quot; which compares students who attended a CTE school to students who did not attend. A descriptive analysis of mean outcomes by cohort and CTE school indicates that while the magnitude of the differences between treatment and control students varies from school to school, the impacts are not being driven by a single CTE school or subset of schools.
Consider the Alternatives: Decision-Making Options for Young Adults with Intellectual Disabilities. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 41
Author: Leuchovius, Deborah
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Decision Making,Self Determination,Intellectual Disability,Developmental Disabilities,Student Rights,Family Involvement,Legal Responsibility,Parent Role,Postsecondary Education,Employment,Personal Autonomy

As youth with intellectual and developmental disabilities (IDD) are making plans to attend college, it is more important than ever that families become fully informed about guardianship as well as less-limiting alternatives. This brief defines some of the options and possible ramifications. It also presents special circumstances for consideration, and suggests ways to promote self-determination no matter which option is chosen.
No More Corinthians: Why Students Need a Strong Borrower Defense Rule
Author: Institute for College Access & Success
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Proprietary Schools,Colleges,Deception,Debt (Financial),College Students,Federal Regulation,Student Loan Programs

Most colleges and universities help millions of Americans earn a degree or diploma to lead to economic security and a better life. In the wake of the Great Recession, it was revealed that too many for-profit colleges -- by enrolling hundreds of thousands of students -- sought to take advantage of the federal financial aid system to make windfall profits. The 2016 Borrower Defense Rule was a direct response to widespread deception by multiple large for-profit colleges where students took out thousands of dollars in debt based on false or misleading information. Most notably, this includes the closures of Corinthian Colleges and ITT Technical Institute, two for-profit chains, where investigators repeatedly documented widespread misleading and deceptive practices. This fact sheet provides an overview and history of the 2016 rule, including a timeline of Corinthian Colleges' collapse.
Assistive Technology and Information Technology Use and Need by Persons with Disabilities in the United States, 2001
Author: Carlson, Dawn
Date: 2005-08-00
Type: Reports - Research
Subjects: Disabilities,Assistive Technology,Information Technology,Family Environment,Work Environment,Educational Environment,Community,Access to Computers,Needs,Severity (of Disability),Public Policy,Legislation,Technology Uses in Education,Educational Attainment,Gender Differences,Age Differences,Racial Differences,Ethnicity,Satisfaction,Access to Information

The 2001 Survey of Assistive Technology and Information Technology Use and Need by Persons With Disabilities in the United States (AT Survey), was conducted over a nine-month period from March through December 2001. Each respondent was screened in as a person with a disability based on a screening instrument developed by the National Institute on Disability and Rehabilitation Research (NIDRR), the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA), and the Survey Research Center (SRC) in the Institute for Social Research at the University of Michigan. The screener used questions from the 2000 U. S. Census and the National Health Interview Survey. Respondents were asked about personal characteristics, including disability status, followed by questions about assistive technology (AT) and information technology (IT) use and need in the home, at school, at work, and in the community. Attitudes and opinions about the availability and usefulness of AT (devices, technologies and services) were explored, as well as other factors believed to affect AT use and need, such as the severity of the impairment and the need for personal assistance services.
What Works for Latino Students in Higher Education Compendium, 2020. Examples of iExcelencia!
Author: Excelencia in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Academic Achievement,Acceleration (Education),Success,Best Practices,Evidence Based Practice,Culturally Relevant Education,College Programs,Program Evaluation,Associate Degrees,Bachelors Degrees,Graduate Study,Community Organizations,Outcomes of Education,Educational Improvement,STEM Education,Partnerships in Education,Scholarships,School Holding Power,Graduation Rate,Honors Curriculum,Mentors,Leadership Training,School Psychology,Medical Education,Access to Education,Academic Advising

How can institutions and communities accelerate Latino student success? Examples of &quot;Excelencia&quot; is the only national effort to identify and promote evidence-based programs accelerating Latino student success in higher education. Since 2005, &quot;Excelencia&quot; in Education has recognized over 300 programs making a positive difference in the lives of Latino students at the associate, baccalaureate, graduate, and community-based organization levels. &quot;Excelencia&quot; is committed to leveraging these programs to build a national community of common cause toward Latino student success. In 2020, &quot;Excelencia&quot; recognizes 4 programs as the 2020 Examples of &quot;Excelencia,&quot; one in each respective category--associate, baccalaureate, graduate, and community-based organizations--for their evidence-based practices, cultural relevance, and commitment to intentionally serve Latino students. In addition, &quot;Excelencia&quot; recognizes 16 programs as 2020 Examples of &quot;Excelencia&quot; Finalists also effective in improving Latino student success at institutions and in their communities and highlights 17 innovative/up-and-coming programs that are making a positive impact on the success of their Latino students identified as Programs to Watch. [Additional funding was provided by Ad Astra, the Trellis Foundation, Pepco, and Facebook. For the 2019 report, see ED599622.]
The Urgency of Now: Michigan&apos;s Educational Recovery. 2021 State of Michigan Education Report
Author: Education Trust-Midwest
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Improvement,Public Education,State Government,Government Role,COVID-19,Pandemics,At Risk Students,Minority Group Students,Racial Differences,Ethnicity,Achievement Gap,African American Students,Distance Education,Online Courses,Extended School Year,Educational Technology,Access to Computers,Internet,Low Income Groups,Early Childhood Education,Access to Education,Elementary Secondary Education,Educational Equity (Finance),Resource Allocation,Educational Finance,Parent Attitudes,Parent Participation,Budgeting,Accountability,Access to Information,Time Factors (Learning),Emergent Literacy,Literacy Education,Educational Quality,Teacher Competencies,Social Development,Emotional Development,Inclusion,College Readiness,Career Readiness

This report calls upon Michigan's state leaders to quickly develop and implement solution-based approaches to both support the long-term recovery of student learning, as well as address the longstanding inequities and underperformance that have plagued Michigan's education system for decades. Building upon last year's recommendations, which called on leaders to create a Marshall Plan for public education amid this unprecedented moment, this report urges leaders to focus on six key areas: (1) fair investment; (2) honest information, transparency, and public reporting; (3) extended learning time; (4) quality virtual instruction and access; (5) inclusivity and socioemotional supports; and (6) transitions to postsecondary opportunities. The report also outlines the need for prioritizing early literacy efforts and developing a comprehensive plan around educator talent that places equity at the forefront. [For &quot;A Marshall Plan: Reimagining Michigan Public Education. 2020 State of Michigan Education Report,&quot; see ED611153.]
VPK Learning Center Activities: Teacher Resource Guide
Author: Phillips, Beth M.
Date: 2014-00-00
Type: Guides - Classroom - Teacher
Subjects: Learning Activities,Preschool Education,Learning Centers (Classroom),Students with Disabilities,English Language Learners,Teaching Methods,Student Behavior,Language Skills,Communication Skills,Emergent Literacy,Preschool Children,Alphabets,Phonological Awareness,Oral Language,Vocabulary Development,Program Implementation,Developmentally Appropriate Practices,Play

The VPK Learning Center Activities included with this guide are aligned with the Language, Communication and Emergent Literacy Domain within the Florida Early Learning and Developmental Standards for Four-Year-Olds (2011). Although the goal was not to create an activity to represent each and every standard and benchmark, most standards are represented in the 60 activities, some in multiple activities, as evidenced in the Crosswalk. These standards and associated benchmarks were themselves developed based on the best available research evidence about the important skills that preschool children should know and be able to demonstrate to be ready for kindergarten by the end of the preschool period. The primary purpose of the VPK Learning Center Activities is to provide teachers with a systematic, structured, and easy to implement set of activities to support their instruction of very important emergent reading, emergent writing, and oral language activities. These activities are designed to support teachers' goals of providing intentional instruction to all children within their classroom.
Do College and Career Readiness and Early College Success in Indiana Vary Depending on Whether Students Attend Public, Charter, or Private Voucher High Schools? REL 2021-071
Author: Austin, Megan J.
Date: 2021-03-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Achievement,High School Graduates,Public Schools,Charter Schools,Educational Vouchers,Private Schools,Educational Indicators,School Choice,Student Characteristics,Institutional Characteristics,Racial Differences,Social Differences,Minority Group Students

Indiana has a robust portfolio of high school options, including traditional public schools, charter schools, and private schools that accept Indiana Choice Scholarships (private voucher schools). This study identified the type of high school enrollment (type of high school and voucher status) among the student populations of four cohorts (who were in grade 9 in 2010/11-2013/14) and examined those students' performance on indicators of college and career readiness and early college success. The study found that charter school students and recipients of private school vouchers (voucher recipients) were more likely than other students to be Black or to be eligible for the national school lunch program (an indicator of low socioeconomic status). In addition, students in private voucher schools who did not receive vouchers (nonvoucher students) performed similarly to or better than students in traditional public schools and charter school students on most indicators of college and career readiness, after other factors were adjusted for. And voucher recipients performed similarly to or better than students in traditional public schools on most indicators of college and career readiness, after other factors were adjusted for, whereas charter school students performed similarly to or worse than students in traditional public schools. Finally, nonvoucher students performed better than students in all other types of high school enrollment on one indicator of early college success, completing all attempted credits in the first year, after other factors were adjusted for. District administrators, charter school leaders and authorizers, and leaders of private voucher schools could use these findings to inform the design of policies to improve college and career readiness and early college success. [For the study brief, see ED611173; for the study snapshot, see ED611172; and for the appendixes, see ED611174.]
Do College and Career Readiness and Early College Success in Indiana Vary Depending on Whether Students Attend Public, Charter, or Private Voucher High Schools? Study Snapshot. REL 2021-071
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Academic Achievement,High School Graduates,Public Schools,Charter Schools,Educational Vouchers,Private Schools,Educational Indicators,School Choice,Student Characteristics,Institutional Characteristics,Racial Differences,Social Differences,Minority Group Students

Indiana has a robust portfolio of high school options, including traditional public schools, charter schools, and private schools that accept Indiana Choice Scholarships (private voucher schools). But little research is available on the characteristics of students who attend different types of high schools or how their college and career readiness and early college success vary by type of high school and voucher status, after other factors are adjusted for. This study used descriptive and regression analyses to address these questions. The dataset covered records for Indiana students who were in grade 9 between 2010/11 and 2013/14 and on track to begin college between 2014/15 and 2017/18. Indiana Department of Education administrators, school district administrators, charter school leaders and authorizers, and leaders of private voucher schools could use the findings from this study to inform the design of policies to improve college and career readiness and early college success. Key findings include: (1) Charter school students and voucher recipients were more likely than other students to belong to disadvantaged groups; (2) Nonvoucher students performed similarly to or better than students in traditional public schools and charter school students on most indicators of college and career readiness, after other factors were adjusted for, and voucher recipients performed similarly to or better than students in traditional public schools; and (3) Nonvoucher students were more likely than other students to complete all attempted credits in the first year of college, after other factors were adjusted for. [For the full report, see ED611171; for the study brief, see ED611173; and for the appendixes, see ED611174.]
Do College and Career Readiness and Early College Success in Indiana Vary Depending on Whether Students Attend Public, Charter, or Private Voucher High Schools? Study Brief. REL 2021-071
Author: Austin, M. J.
Date: 2021-03-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Achievement,High School Graduates,Public Schools,Charter Schools,Educational Vouchers,Private Schools,Educational Indicators,School Choice,Student Characteristics,Institutional Characteristics,Racial Differences,Social Differences,Minority Group Students

Indiana has a robust portfolio of high school options, including traditional public schools, charter schools, and private schools that accept Indiana Choice Scholarships (private voucher schools). This study identified the type of high school enrollment (high school type and voucher status) among the student populations of four cohorts (who were in grade 9 in 2010/11-2013/14) and examined those students' performance on indicators of college and career readiness and early college success. The study found that charter school students and recipients of private school vouchers (voucher recipients) were more likely than other students to be Black or to be eligible for the national school lunch program (an indicator of low socioeconomic status). In addition, students in private voucher schools who did not receive vouchers (nonvoucher students) performed similarly to or better than students in traditional public schools and charter school students on most indicators of college and career readiness, after other factors were adjusted for. And voucher recipients performed similarly to or better than students in traditional public schools on most indicators of college and career readiness, after other factors were adjusted for, whereas charter school students performed similarly to or worse than students in traditional public schools. Finally, nonvoucher students performed better than students in all other types of high school enrollment on one indicator of early college success, completing all attempted credits in the first year, after other factors were adjusted for. State and district administrators, charter school leaders and authorizers, and leaders of private voucher schools could use these findings to inform the design of policies to improve college and career readiness and early college success. [For the full report, see ED611171; for the study snapshot, see ED611172; and for the appendixes, see ED611174.]
Do College and Career Readiness and Early College Success in Indiana Vary Depending on Whether Students Attend Public, Charter, or Private Voucher High Schools? Appendixes. REL 2021-071
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-03-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Academic Achievement,High School Graduates,Public Schools,Charter Schools,Educational Vouchers,Private Schools,Educational Indicators,School Choice,Student Characteristics,Institutional Characteristics,Racial Differences,Social Differences,Minority Group Students

These are the appendixes for the report, &quot;Do College and Career Readiness and Early College Success in Indiana Vary Depending on Whether Students Attend Public, Charter, or Private Voucher High Schools? REL 2021-071.&quot; This study examined how Indiana grade 9 students with different types of high school enrollment performed on indicators of college and career readiness and early college success during and after high school. Additional information about these types of high school enrollment is in this appendix. Appendixes in this document include: (1) Background on school choice in Indiana; (2) Methods; and (3) Supporting analysis. [For the full report, see ED611171; for the study brief, see ED611173; and for the study snapshot, see ED611172.]