ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. History and Modern World History Courses for English Speakers of Other Languages in Montgomery County Public Schools
Author: Zhao, Huafang
Date: 2014-02-00
Type: Reports - Research
Subjects: Public Schools,United States History,Modern History,World History,History Instruction,English Language Learners,Academic Achievement,Social Studies,Sequential Approach,Courses,High School Students,Counties

The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) examined academic performance of English for Speakers of Other Languages (ESOL) students in U.S. History and Modern World History courses, as well as the course sequence in ESOL U.S. History and Modern World History. In MCPS, students who are not ESOL take U.S. History in Grade 9 and Modern World History in Grade 11. The ESOL social studies course sequence may be different. Since ESOL students come from different parts of the world, it is assumed that they are more familiar with world history than with history of the United States (U.S.). For this reason, the Division of ESOL/Bilingual Programs recommends that lower-level ESOL students take ESOL Modern World History first in their sequence of social studies courses, and higher-level ESOL students take ESOL U.S. History first (Appendix A). In MCPS, three social studies courses are required for graduation and must be taken by ESOL and non-ESOL students: U.S. History; Modern World History; and National, State, and Local (NSL) Government. This study investigated how the course sequence impacted academic performance in the ESOL U.S. History and ESOL Modern World History courses so the optimal course sequence could be suggested. The focus of this study is the ESOL U.S. History and ESOL Modern World History courses because there is currently no NSL Government course designed for ESOL students in MCPS. Five appendices contain supplemental data tables.
Class of 2012 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Marks, Susan F.
Date: 2013-02-27
Type: Numerical/Quantitative Data
Subjects: Public Schools,Advanced Placement Programs,Equivalency Tests,High School Graduates,Scores,Hispanic American Students,African American Students,Academic Achievement,Student Participation,Performance,High Schools,Counties

Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2012 continued to outperform Maryland and the nation on Advanced Placement (AP) examinations based on the &quot;AP Report to the Nation&quot; released by the College Board on February 20, 2013. In 2012, 67.3 percent of MCPS graduates took one or more AP exams. A striking percentage of MCPS graduates earned at least one AP exam score of 3 or higher (52.3 percent), which was 22.7 percentage points higher than the rate for public school graduates in Maryland (29.6 percent) and more than twice the rate for public school graduates in the nation (19.5 percent). AP exam performance among Black or African American and Hispanic/Latino graduates in the Class of 2012 was notable districtwide. MCPS also provides the International Baccalaureate (IB) program for students at selected high schools as an option of experiencing college-level coursework and earning college credits in high school. The IB program continues to grow and MCPS high school students show a steady increase in taking IB courses and exams. The rate of MCPS graduates who took one or more IB exams in 2012 increased by 1.2 percentage points from the rate for MCPS 2011 graduates. From 2011 to 2012, the percentage of MCPS graduates who earned at least one IB exam score of 4 or higher increased from 5.1 to 6.1 percent. All racial/ethnic groups made improvements on IB participation and performance between 2011 and 2012. The growth in AP and IB exam results for the MCPS Class of 2012, especially for Hispanic/Latino and Black or African American graduates, may be credited to the district's commitment to provide increasing access to the AP and IB programs, and to raise the level of support for underserved students in AP or IB classrooms. The tables included in this memorandum provide data on AP and IB exam participation and performance of 2010 to 2012 public school graduates in MCPS, Maryland, and the nation.
2013 Advanced Placement Exam Participation and Performance for Students in Montgomery County Public Schools and Public School Students in the State of Maryland and the Nation. Memorandum
Author: Sanderson, Geoffrey T.
Date: 2013-12-06
Type: Numerical/Quantitative Data
Subjects: Advanced Placement Programs,Equivalency Tests,High School Students,Public Schools,Comparative Analysis,Student Participation,Performance,Asian American Students,African American Students,Hispanic American Students,White Students,Multiracial Persons,High Schools,Gender Differences,Special Education,English Language Learners,Academic Achievement,Counties

This memorandum provides data on the participation and performance of Advanced Placement (AP) exams taken by students in the Montgomery County (Maryland) Public Schools (MCPS) in the 2012-2013 school year as compared with those by public school students in Maryland and the nation. Generally, the number of AP exams taken by MCPS students in 2013 accounted for 31.1% of all those taken by Maryland public school students, and the number of AP exams with scores of 3 or higher taken by MCPS students accounted for 37.6% of all those in Maryland.
Elementary Integrated Curriculum Framework
Author: Montgomery County Public Schools (MCPS)
Date: 2010-09-00
Type: Guides - General
Subjects: Public Schools,Elementary School Curriculum,Integrated Curriculum,Art Education,Music Education,Health Education,Information Literacy,Elementary School Mathematics,Physical Education,Reading,Language Arts,Elementary School Science,Social Studies,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5

The Elementary Integrated Curriculum (EIC) Framework is the guiding curriculum document for the Elementary Integrated Curriculum and represents the elementary portion of the Montgomery County (Maryland) Public Schools (MCPS) Pre-K-12 Curriculum Frameworks. The EIC Framework contains the detailed indicators and objectives that describe what students should know and be able to do in Kindergarten through Grade 5 in Art, General Music, Health Education, Information Literacy, Mathematics, Physical Education, Reading Language Arts, Science and Engineering, and Social Studies. The indicators and objectives in this framework for Art, General Music, Health Education, Physical Education, Science and Engineering, and Social Studies are from previously approved frameworks. The indicators and objectives for Reading Language Arts and Mathematics are from the Common Core State Standards. The indicators and objectives for Information Literacy are from a recent Maryland State Department of Education update to Information Literacy standards. The standards and indicators for the Thinking and Academic Success Skills were developed by MCPS based on research and implementation practice. The EIC Framework is divided into three major sections: Philosophy and Rationale, Grade Level Overviews, and Detailed Content Outcomes and Indicators by Grade Level. The Philosophy and Rationale section contains the overarching Pre-K-12 Frameworks for the content areas and detailed framework for the Thinking and Academic Success Skills. The Grade Level Overviews are a single page synopsis of the Desired Outcomes for all contents by grade level. Desired Outcomes are a high level synthesis of the content area objectives and will form the basis of measurement topics for reporting purposes. The Detailed Content Objectives by Grade Level go down to the objective level for each content area at each grade, representing all that students should know and be able to do at that grade level.
Student Performance on the 2013 Assessment Program in Primary Reading (Kindergarten to Grade 2). Memorandum
Author: Sanderson, Geoffrey T.
Date: 2013-10-01
Type: Numerical/Quantitative Data
Subjects: Reading Skills,Educational Assessment,Primary Education,Kindergarten,Young Children,Grade 1,Grade 2,Comparative Analysis,Benchmarking,Reading Tests,Counties,Public Schools

This evaluation report provides details for school year 2013 on the percentage of primary students who met or exceeded grade-level reading benchmarks on the Montgomery County (Maryland) Public Schools' (MCPS) Assessment Program in Primary Reading (AP-PR). The percentage remained above 90% for kindergarten students and showed a small decrease for Grade 1 students (84.9% to 81.9% and Grade 2 Students (74.1% to 72.6%). The proportion of kindergartners who achieved proficiency at Text Level 6 decreased from 76.1% in 2012 to 73.6% in 2013. A small decrease in attaining Text Level 6 was found across all racial/ethnic groups except for kindergartners identified as two or more races; their percentage in attaining Text Level 6 increased by nearly 2 points. The largest decrease, 3.4%, was observed for Hispanic/Latino students. Approximately 82 percent of all Grade 1 students met or exceeded the grade-level benchmark of Text Level 16 in 2013, an increase of 6.3% from 2006; however, there was a decrease of 5.2%s between 2011 and 2013. Across the three recent school years, the attainment of the Grade 1 benchmark remained the same for students identified as two or more races; the attainment decreased for all other racial/ethnic groups with a larger decrease for Hispanic/Latino and Black or African American students (decreased by 9.3 and 4.8%, respectively) than for Asian and White students (decreased by 1.8 and 1.6%, respectively). More than 70% of all Grade 2 students met or exceeded the grade-level benchmark of Text Level M in 2013, an increase of 11.3% from 2006; however, there was a decrease of 1.6% between 2011 and 2013. Across the three recent school years, the attainment of the Grade 2 benchmark increased 2.8% for students identified as two or more races and decreased 3.4% for Hispanic/Latino students while remaining steady for other racial/ethnic groups (a change of 1% or less).
SAT Participation and Performance and the Attainment of College and Career Readiness Benchmark Scores for the Class of 2013. Memorandum
Author: Sanderson, Geoffrey T.
Date: 2013-10-23
Type: Numerical/Quantitative Data
Subjects: Public Schools,College Entrance Examinations,Student Participation,High School Students,High School Graduates,Performance,Comparative Analysis,College Readiness,Career Readiness,Counties

This memorandum describes the SAT participation and performance for the Montgomery County (Maryland) Public Schools (MCPS) Class of 2013 compared with the graduating seniors in Maryland and the nation. Detailed results of SAT and ACT by high school and student group for graduates in 2011-2013 are included. MCPS students continue to outperform the state of Maryland and the nation on the SAT, according to the &quot;2013 College-bound Seniors&quot; report released by the College Board. The mean SAT combined score (1648) for the MCPS Class of 2013 was 192 and 150 points higher than those for public school graduates (1456) in the state and graduates in the nation (1498), respectively. From 2011 to 2013, MCPS graduates improved the mean SAT combined scores by 11 points, while the scores for Maryland public school graduates and graduates nationwide declined by 16 and 2 points, respectively.
Student Service Learning (SSL): Give a Little Time...Make a Big Difference. 2014-2015 Guide for Students and Parents
Author: Montgomery County Public Schools (MCPS)
Date: 2014-08-00
Type: Guides - Non-Classroom
Subjects: Service Learning,High School Students,Graduation Requirements,Best Practices,Parent Participation,Awards,Volunteers,School Community Relationship,Student Responsibility,Student Role,Documentation,Recordkeeping,Records (Forms),Teaching Methods,Public Schools,Middle School Students

Student Service Learning (SSL) provides students the opportunity to actively participate in the community and build the skills they need to be successful students and citizens. This booklet provides information about the Maryland State Department of Education SSL graduation mandate. Completing 75 SSL hours is a requirement for high school graduation in Maryland. Program facts, meaningful community involvement, SSL documents, best practices, and beneficial outcomes of SSL are included in the booklet. In addition, important information about the SSL approval process, SSL awards programs, the distinction between SSL and &quot;volunteering,&quot; tips for parent involvement, and record-keeping logs are also included. [This document was published by the Department of Materials Management for the Office of Curriculum and Instructional Programs.]
Mathematics Program for Grades K-12
Author: Montgomery County Public Schools (MCPS)
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Elementary School Mathematics,Secondary School Mathematics,Counties,Public Schools,Mathematics Instruction,Teaching Methods,Educational Improvement,State Standards,College Readiness,Career Readiness,Mathematical Concepts,Mathematics Skills,Mathematics Curriculum,Problem Solving,Evaluation Methods,Comprehension,Elementary Schools,Middle Schools,High Schools,Advanced Placement Programs,Parent Role,Kindergarten

In the 21st century, a deep understanding of mathematics, and the ability to apply that understanding, is more important than it has ever been. In Montgomery County (Maryland) Public Schools (MCPS), and across the country, mathematics instruction is changing to provide students with the skills and knowledge they need for success in college and the workplace. This booklet provides parents with some important information about why these changes are needed; how MCPS is improving mathematics instruction; what deep understanding means; and how MCPS is working to meet the needs of all students to ensure their success. [This document was published by the Department of Materials Management for the Office of Teaching, Learning and Programs.]
Official Reports of Enrollment as of September 30, 2013. Montgomery County Public Schools
Author: Erickson, Marianne
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Enrollment,Elementary Schools,Middle Schools,High Schools,Nontraditional Education,Special Schools,Student Characteristics,Race,Ethnicity,Counties

This document is a combination of two reports produced for Montgomery County Public Schools (MCPS) by the Department of Policy, Records, and Reporting: (1) Official Race/Ethnic Membership of Students as of September 30, 2013; and (2) Official Report of Enrollment by Grade and School as of September 30, 2013. Both reports provide student data for the following: (1) County Totals; (2) Elementary Schools; (3) Middle Schools; (4) High Schools; (5) Alternative Programs; and (6) Special Schools.
Affordability and Student Success: Recapping 2014 Higher Education Legislative Activity in the West. Policy Insights
Author: Krueger, Carl
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Success,Access to Education,Paying for College,Investment,Funding Formulas,State Aid,State Legislation,Knowledge Economy,Educational Trends,Trend Analysis,Performance Factors,Sustainability,Educational Finance,Student Costs

After reaching a low point in 2012, state investment in higher education increased for the second year in a row in 2014--something that had not happened since the Great Recession of 2008 began. With greater stability in some, though certainly not all, state budgets, many Western legislatures in 2014 looked for new ways to contain college costs for students. In fact, affordability was the key theme of this year's sessions; in an attempt to address affordability, legislators in the Western Interstate Commission for Higher Education (WICHE) region passed bills freezing or limiting tuition increases and created new scholarships and other financial aid opportunities for students. Many Western states also increasingly looked to higher education as the driver of economic growth, as their legislatures focused more on community colleges and career and technical education, while others sought to encourage partnerships between business and postsecondary institutions. Issues to watch include undocumented students, guns on campus, military and veterans education, and the ongoing implementation of common academic standards that prepare students for college and careers. This &quot;Policy Insights&quot; summarizes the key topics and trends addressed during the 2014 legislative sessions and highlights other new and emerging issues to watch in the region.
Mapping State Proficiency Standards onto NAEP Scales: Results from the 2013 NAEP Reading and Mathematics Assessments. NCES 2015-046
Author: Bandeira de Mello, V.
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Academic Standards,State Standards,Mathematics Achievement,Reading Achievement,Public Schools,Student Records,Grade 4,Grade 8,Geographic Location,Maps,Scores

Under the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, states developed their own assessments and set their own proficiency standards to measure student achievement. This has resulted in a great deal of variation among the states, both in their proficiency standards and in their student assessments (NCES 2008-475). This variation has created a challenge in understanding the ability levels of students across the United States because there is no means to compare the proficiency levels established by one state against the others directly. To address this need, the National Center for Education Statistics (NCES) has published periodic reports for the past 10 years in which the National Assessment of Educational Progress (NAEP) is used as a common metric for examining the proficiency standards set by states in reading and mathematics in grades 4 and 8. This report, the fifth in the series, presents the results of applying a methodology for mapping state proficiency standards onto the NAEP scales by using state public school data for the 2012-13 school year and the 2013 NAEP assessments in reading and mathematics for grades 4 and 8. The report also includes analyses of the results using the 2011 NAEP and state assessment data and revised estimates for 2009 reported in NCES 2011-458. The key finding is that the variation among state achievement standards continues to be wide. The following are appended: (1) 2011 Mapping Results; (2) Revised 2009 Mapping Results; (3) Supporting Tables; and (4) Similarity of State Assessments and NAEP.
Implementing Competency Education in K-12 Systems: Insights from Local Leaders. CompetencyWorks Issue Brief
Author: Sturgis, Chris
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Educational Change,Competence,School Districts,Teacher Role,Change Strategies,Educational Improvement,Interviews,Observation,Mastery Learning,Educational Objectives,Student Evaluation,Student Needs,Knowledge Level,Skill Development,Instructional Leadership,Administrator Role,Participative Decision Making,School Culture,Inquiry,Governance,Student Participation,Community Involvement,Instructional Design,Teaching Methods,Graduation Requirements,Elementary Secondary Education,Teacher Empowerment,Student Empowerment,Faculty Development,Personal Autonomy,Creativity,Teacher Competencies,Parent Participation,Program Implementation

Competency education, an educator-led reform, is taking root in schools and districts across the country. In some states, state leadership has cleared the path with policies to advance competency education. This paper seeks to map out the terrain of the district implementation strategies being used to convert traditional systems into personalized, competency-based ones. Although not a detailed guide, the hope is that the discussion offered here will prepare you to begin the transformational process. Four stages of implementation are proposed in this paper: (1) Ramping Up for Transformation; (2) Designing the Infrastructure for Learning; (3) Transitioning to a Competency- Based System; and (4) Embracing Continuous Improvement and Innovation. Schools and their district offices work in partnership during this transformation, which means implementation issues at both levels will be discussed. The findings in this paper are based on interviews and site visits conducted over the past five years as well as the knowledge shared by leaders in the field at CompetencyWorks.
Tuition and Fees in the West 2013-14. Policy Insights
Author: Bransberger, Peace
Date: 2014-05-00
Type: Reports - Research
Subjects: Tuition,Fees,Educational Policy,Educational Finance,Higher Education,Annual Reports,Regional Characteristics,Policy Analysis,School Surveys,Institutional Characteristics,Cost Indexes,Financial Policy,Educational Practices,Public Colleges

Average resident undergraduate tuition and fees for the academic year 2013-14 at public two-year institutions in the Western Interstate Commission for Higher Education (WICHE) region (excluding California) increased by 3.2 percent ($106) from the previous year, while published prices at public four-year institutions grew by 3.1 percent ($231). By comparison, nationally, the one-year increase was 3.5 percent for two-year and 2.9 percent for four-year institutions.
Laying the Foundation for Competency Education: A Policy Guide for the Next Generation Educator Workforce
Author: Pace, Lillian
Date: 2014-10-00
Type: Guides - Non-Classroom
Subjects: Competence,Teacher Competencies,Faculty Development,Teacher Improvement,Barriers,Educational Policy,Teacher Education Programs,Teaching Skills,Competency Based Teacher Education,Elementary Secondary Education,Teacher Certification,Competency Based Education,Federal Government,State Government,Government Role,Educational Improvement,Federal Legislation,Educational Legislation

This paper provides a vision and set of policy recommendations to help federal, state, and local leaders develop the workforce necessary to support teaching and learning in a competency-based K-12 education system. Part One, Pre-service and Credentialing for K-12 Competency-Based Learning Environments, provides policymakers with a framework and set of actions to build educator competency, focusing on the alignment of pre-service preparation and credentialing programs with K-12 competency-based learning environments. Part Two, Continuous Improvement of Instruction: Professional Development and Evaluation, reveals strategies for integrating and strengthening professional development and evaluation systems to ensure educators have the personalized and ongoing support needed to excel in competency-based environments. Both sections also include an analysis of current policy barriers and a case study of an early adopter that has taken bold steps to integrate competency-based principles into the preparation and continuous improvement of the educator workforce. The authors hope this paper advances the national dialogue about education reform, inspiring policymakers to implement a new vision for teaching and leading that elevates the rigor and performance of our education system. They also hope that this conversation refocuses the national dialogue in favor of policies that support teachers and leaders so they are empowered to focus on what matters most for student learning.