ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Poverty on Student Achievement. Information Capsule. Volume 0901
Author: Blazer, Christie
Date: 2009-07-00
Type: Information Analyses
Subjects: Poverty,Socioeconomic Influences,Academic Achievement,Correlation,Achievement Gap,Prenatal Influences,Diseases,Injuries,Pollution,Nutrition,Educational Resources,Disadvantaged Youth,Population Distribution,Neighborhoods,Low Achievement,Family Environment,Place of Residence,Change Strategies,Educational Improvement,Curriculum Development,School Districts,Zoning,Advanced Courses,Small Schools,Small Classes,Instructional Leadership,Teacher Qualifications,Teacher Competencies,Teacher Collaboration,Educational Environment,Parent Participation,Student Mobility,Preschool Education,After School Programs,Summer Programs,Agency Cooperation,Teamwork,School Health Services

There is a strong relationship between students' socioeconomic status and their levels of academic achievement. Although educators should be held accountable for improving the performance of all students, including those living in poverty, schools alone can't eliminate the negative factors associated with poverty that lead to a large achievement gap between low income students and their more affluent peers. Factors that have a negative effect on poor students' achievement but are beyond schools' control include a higher incidence of prenatal adversity, illness and injury, exposure to pollutants, nutritional problems, residential mobility, and a lack of educational activities and materials in the home. This Information Capsule reviews studies conducted on the relationship between poverty and student achievement, including the effects of both individual poverty and school poverty concentration on academic performance. Research indicates that low income students tend to have significantly lower levels of academic achievement than their more affluent peers. The number of disadvantaged students attending a school also affects student performance: students at all income levels have been found to have lower levels of achievement when they attend schools with high poverty concentrations. Data collected within Miami-Dade County Public Schools confirmed that as poverty concentrations in the District's schools increase, academic performance declines. Finally,
strategies to help schools raise low income students' achievement levels are summarized.
How Can My State Benefit from an Educational Data Warehouse?
Author: Bergner, Terry
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Database Design,Database Management Systems,Management Information Systems,State Programs,Student Records,Program Development,Longitudinal Studies,Shared Resources and Services,Information Services,Information Management,Access to Information,Information Utilization,School Districts,Information Security

Imagine if, at the start of the school year, a teacher could have detailed information about the academic history of every student in her or his classroom. This is possible if the teacher can log on to a Web site that provides access to an educational data warehouse. The teacher would see not only several years of state assessment results, but also enrollment history, demographics, program participation, discipline records, and schedule and transcript data. With this reliable and easy-to-access background information, the teacher could design an appropriate academic approach to meet the needs of each individual student and the class as a whole. In addition, when districts have agreements about accessing a shared data warehouse, school administrators and teachers can use the information stored in the warehouse to properly place a student who moves to a new district in the appropriate classes and/or programs efficiently and quickly. These are just a few examples of how a well-designed student data
warehouse can be a key factor in improving student achievement and teacher quality. This brief provides information about: (1) What an educational data warehouse is; (2) The benefits of developing and using a data warehouse; and (3) Design and implementation recommendations from leading states. (Contains 2 footnotes.) [This work was produced as part of the Council of Chief State School Officers (CCSSO) National Education Data Partnership,]
Utah Case Study: Building a Student-Level Longitudinal Data System
Author: Kugle, Cherry
Date: 2006-08-00
Type: Reports - Evaluative
Subjects: Case Studies,State Agencies,Program Effectiveness,Management Information Systems,Program Development,Student Records,Performance Factors,Information Services,Information Management,Information Utilization,Public Education,Formative Evaluation,Databases,Data Collection,Access to Information

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education
agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin. This report discusses the following elements relating to Utah's longitudinal data system: (1) History of Development; (2) Implementation Issues; (3) Benefits and Uses of System; (4) Lessons Learned; and (5) Recommendations for Future Development.
Louisiana Case Study: Building a Student-Level Longitudinal Data System
Author: Kugle, Cherry
Date: 2008-11-00
Type: Reports - Evaluative
Subjects: Longitudinal Studies,Data Collection,Databases,Higher Education,Costs,Data Analysis,State Departments of Education,Public Schools,Student Records,Transcripts (Written Records)

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, site visits were conducted in the summer of 2008 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems, with an emphasis on connecting to higher education data systems. This document covers the following topic areas as they relate to Louisiana's longitudinal data system: (1) Major Data Collection Systems; (2) Connection to Higher Education; (3) The Importance of Collecting Social Security Numbers; (4) Implementation Issues; (5) Costs; (6) Data Quality; (7) Data Use; (8) Lessons Learned; and (9) Future Plans. An appendix presents: Louisiana Department of Education Security Measures and Guidelines for Protecting Social Security Numbers.
Tapping into the Power of Longitudinal Data: A Guide for School Leaders
Author: Laird, Elizabeth
Date: 2008-01-00
Type: Guides - Non-Classroom
Subjects: Longitudinal Studies,Data,Information Systems,Information Utilization,Academic Achievement,Achievement Gains,State Standards,Academic Standards,Testing,Program Effectiveness,Intervention,Educational Indicators,Federal Programs,Federal Legislation,Educational Legislation

The momentum behind building high-quality data systems to harvest better information about student, school and district performance has never
been stronger. To meet the goal of improving student achievement, policymakers and educators need longitudinal data systems capable of providing timely, valid and relevant data. Although &quot;collecting&quot; better data is essential, knowing how to &quot;analyze and apply this information&quot; is just as important. With this knowledge and access to longitudinal data: (1) Teachers can tailor instruction to help each student improve; (2) Administrators can manage more effectively and efficiently; and (3) Policymakers can evaluate which policy initiatives show the best evidence of increasing student achievement. Although the immediate focus of the Data Quality Campaign (DQC) is to assist states in the development of quality longitudinal data systems, the campaign's ultimate goal is to improve student achievement by promoting effective data use. In this guide for school leaders, the author looks at ways teachers and principals can use longitudinal data to meet students' individual needs and improve performance. This is part of a series of guides that demonstrate the power of longitudinal data for specific audiences. To ensure relevance to teachers and principals, the DQC worked with the National Association of Secondary School Principals (NASSP) to identify the most pressing questions facing school leaders today. This guide for school leaders answers these questions with graphs and explanations based on simulated grades created from actual snapshot and longitudinal data from Texas, as well as an example from a &quot;breakthrough&quot; high school in New York. The DQC found a limited number of states that could answer questions based on longitudinal data -- a situation that underscores the need to continue investing in the development and use of these data systems, including providing professional development for educators on how to use longitudinal data. (Contains 10 footnotes and 6 figures.)
The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities
Author: Princiotta, Daniel
Date: 2009-03-00
Type: Guides - Non-Classroom
Subjects: After School Programs,Summer Programs,Educational Administration,Financial Support,Standards,Goal Orientation,Educational Objectives,Program Effectiveness,Measures (Individuals),Program Evaluation,Labor Force,Extended School Day

Extended learning opportunities (ELOs) provide safe, structured learning environments for students outside the traditional school day. ELOs include afterschool and summer learning programs as well as before-school, evening, and weekend programs. ELOs come in many forms and can include tutoring, volunteering, academic support, community service, organized sports, homework help, and art and music programs. ELOs are based in schools, 21st Century Community Learning Centers, child care centers, and community-based organizations, such as 4-H Clubs and Boys and Girls Clubs. No matter where they are located, ELOs complement what children and youth learn during school in ways that support student success. For this reason, effective ELOs should be considered an integral part of state elementary and secondary (K-12) education systems. All ELOs, however, do not produce similar results. In fact, low quality ELOs fail to show positive impacts and can even have negative effects on children. Therefore, governors, chief state school officers, and other state leaders should act to support the development, sustainability, and availability of high quality ELOs. To improve ELO quality, state leaders have initiated efforts to develop program standards, create program self-assessment tools, and provide technical assistance to local programs. State leaders can build on and strengthen these efforts by integrating them into a broader state ELO quality
system. State leaders can take the following actions to implement a comprehensive state ELO quality system: (1) Establish an ELO quality team of key stakeholders to envision, develop, and administer a state ELO
quality system; (2) Identify federal and state funding sources to support ELO quality; (3) Specify state goals for ELOs and set research-based ELO program standards; (4) Measure the extent to which ELOs meet program
standards and demonstrate expected results.; (5) Provide incentives to improve ELO quality; (6) Support a strong ELO workforce; and (7) Connect students with high quality ELOs. Implementing these seven strategies can help state leaders boost ELO quality to better support children, families,
and communities. This guide discusses why high quality ELOs are important, the features of high quality ELOs, state actions to develop an ELO Quality System (detailing each of the seven actions listed above), and next steps. (Contains 113 notes.)
Alaska's Public Schools: 2011-2012 Report Card to the Public
Author: Alaska Department of Education and Early Development
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Public Schools,State Legislation,School Districts,Academic Achievement,Educational Policy,Academic Standards,Standardized Tests,High School Graduates,Exit Examinations,Instructional Program Divisions,Graduation Rate,Attendance Patterns,Dropout Rate,Accreditation (Institutions),Teacher Competencies,Mentors,State Programs,Charter Schools,State Schools,Low Income Groups,Ethnic Groups,Racial Differences,Socioeconomic Status,Immigrants,Limited English Speaking,Disabilities,Accountability,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Language Arts,African Americans,Alaska Natives,American Indians,Whites,Hispanic Americans,Multiracial Persons

This &quot;Report Card to the Public&quot; is published in accordance with Alaska Statute 14.03.120 for the school year 2011-2012. Under state law, each school district is required to report information about its plans and performance to its community. This report includes a statewide summary of performance results. It reports the status of public education in Alaska. It is a source of information for Alaska's educational policymakers, including
legislators, the Governor, the State Board of Education &amp; Early Development, local boards of education, parents, and community members. Through this report, readers can learn at-a-glance information about Alaska education and review the performance and participation rate of students statewide on assessments in reading, writing, and mathematics from grades 3 through 10; science in grades 4, 8, and 10; and on Alaska's high school graduation qualifying examination. (Contains 2 footnotes.) [Cover Title: &quot;State of Alaska Department of Education &amp; Early Development 2011-2012 Report Card to the Public&quot;.]
Alaska Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12: Including English/Language Arts Anchor Standards and Glossary
Author: Alaska Department of Education and Early Development
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Literacy,English,Language Arts,College Readiness,Career Readiness,Reading,Writing (Composition),Speech,Listening,Language Skills,History,Social Studies,Sciences

High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public comments. Alaskan teachers have played a key role in this effort, ensuring that the standards reflect the realities of the classroom. Since work began in spring 2010, the standards have undergone a thoughtful and rigorous drafting and refining process. A nationwide movement among the states and employers has called for America's schools to prepare students to be ready for postsecondary education and careers. Standards in English/language arts and mathematics build a foundation for college and career readiness. Students proficient in the standards read widely and deeply in a range of subjects, communicate clearly in written and spoken English, have the capacity to build knowledge on a subject, and understand and use mathematics. These standards establish a strong foundation of knowledge and skills all students need for success after graduation. It is up to schools and teachers to decide how to put the standards into practice and incorporate other state and local standards, including cultural standards. In sum, students must be provided opportunities to gain skills and learn to apply them to real-world life and work situations.
Alaska Mathematics Standards
Author: Alaska Department of Education and Early Development
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Mathematics Achievement,Mathematics Skills,Course Content,Elementary Secondary Education,Kindergarten,Elementary School Mathematics,Secondary School Mathematics,Mathematical Models,Number Concepts,Algebra,Geometry,Mathematical Concepts,Statistics,Probability,Addition,Subtraction,Teacher Competencies,Teaching Skills,Mathematics Teachers,Mathematics Instruction

High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public comments. Alaskan teachers have played a key role in this effort, ensuring that the standards reflect the realities of the classroom. Since work began in spring 2010, the standards have undergone a thoughtful and rigorous drafting and refining process. The mathematics standards prepare Alaska students to be competitive on the national and world stage. These standards are a set of specific, rigorous expectations that build students' conceptual understanding, mathematical language, and application of processes and procedures coherently from one grade to the next so all students will be prepared for post-secondary experiences. The focus areas for each grade level and each conceptual category narrative establish a depth of knowledge as opposed to a breadth of knowledge across multiple standards in each grade level or
content area. The standards for mathematics stress both conceptual understanding and procedural skills to ensure students learn and can apply the critical information needed to succeed at each level. (Contains 5 tables and 5 footnotes.)
Alaska English/Language Arts and Mathematics Standards
Author: Alaska Department of Education and Early Development
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Standards,Language Arts,Mathematics Instruction,English Instruction,Career Readiness,College Readiness,High School Students,Elementary School Students

High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public comments. Alaskan teachers have played a key role in this effort, ensuring that the standards reflect the realities of the classroom. Since work began in spring 2010, the standards have undergone a thoughtful and rigorous drafting and refining process. A nationwide movement among the states and employers has called for America's schools to prepare students to be ready for postsecondary education and careers. Standards in English/language arts and mathematics build a foundation for college and career readiness. Students proficient in the standards read widely and deeply in a range of subjects, communicate clearly in written and spoken English, have the capacity to build knowledge on a subject, and understand and use mathematics. These standards establish a strong foundation of knowledge and skills all students need for success after graduation. It is up to schools and teachers to decide how to put the standards into practice and incorporate other state and local
standards, including cultural standards. In sum, students must be provided opportunities to gain skills and learn to apply them to real-world life and work situations. (Contains 5 tables and 5 footnotes.)
Alaska English/Language Arts Standards: Including Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Author: Alaska Department of Education and Early Development
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Literacy,English,Language Arts,Language Skills,Reading,Writing (Composition),Speech,Listening,College Readiness,Career Readiness,Literature,History,Social Studies,Sciences

High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public comments. Alaskan teachers have played a key role in this effort, ensuring that the standards reflect the realities of the classroom. Since work began in spring 2010, the standards have undergone a thoughtful and rigorous drafting and refining process. The reading standards establish increasing complexity in what students must be able to read so all students are ready for the demands of college-level and career-level reading no later than the end of high school. The standards also require the progressive development of reading
comprehension; students advancing through the grades are able to gain more from whatever they read. The writing standards emphasize the ability to write logical arguments based on substantive claims, sound reasoning, and
relevant evidence is a cornerstone of the writing standards, with opinion writing--a basic form of argument--extending down into the earliest grades. Student research, both short, focused projects and longer-term, in-depth projects, is also emphasized. Speaking and listening standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. The language standards provide opportunities for students to develop their vocabularies through a mix of conversations, direct instruction, and reading. The standards emphasize word meanings and nuances of words, and steadily expand the repertoire of words and phrases. The literacy standards establish that interaction in reading, writing, speaking, listening, and language be shared responsibly within the school. These standards establish a strong foundation of knowledge and skills all students need for success after graduation. It is up to schools and teachers to decide how to put the standards into practice and incorporate other state and local standards, including cultural standards.