ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology in Massachusetts Schools, 2003-2004
Author: Massachusetts Department of Education
Date: 2005-04-00
Type: Reports - Research
Subjects: Technical Support,Technology Planning,Federal Legislation,Technology Integration,Educational Technology,Assistive Technology,Internet,Grants,Computer Uses in Education,Teaching Methods,Trend Analysis,School Districts,Access to Computers,Guidelines,Computer Literacy,Web Sites,Decision Support Systems,Decision Making,Faculty Development,Safety,Ethics,Budgets

The 2004 National Education Technology Plan paints a hopeful picture of technology in American schools, highlighting examples of effective use and applauding the innovation that is occurring. The plan touts the benefits of the Internet and the opportunities it offers for improving education, such as enhanced access to interactive learning resources, virtual courses, and easily accessible, up-to-date information. An analysis of the technology data submitted to the Department for the 2003-2004 school year reveals some promising trends. The percentage of teachers receiving technology professional development increased from 61% in 2003 to 71% in 2004. Districts have also made improvements in their infrastructures, with the percentage of districts that have every classroom connected to the Internet up from 72% to 79%. In addition, 60% of districts met the guideline of five or fewer students per modern computer, even though the definition of a modern computer was upgraded substantially in 2004. Other data reveal some of the challenges districts face in their use of technology. In some districts, the number of computers varies widely from one school to the next, so students are not all receiving the same benefits. Many schools continue to lack the technical support staff to maximize their use of technology, so that on average it takes more than three days to service a computer that is down. Finally, nearly one-third of teachers use technology with their students only about once a month or less, suggesting that they need more support and training in order to be able to reap the benefits technology offers. Appendices include: (1) District Statistics; (2) Local Technology Plan Guidelines (School Year 2004-2005 through 2006-2007); (3) No Child Left Behind Title IID Technology Entitlement Grants (Fund Code 160); (4) No Child Left Behind Title IID Model Technology Integration Grants (Fund Code 165); (5) No Child Left Behind Title IID Technology Enhancement Grants (Fund Code 170); (6) No Child Left Behind Title IID Content Institutes (Fund Codes 137/141/151/171); and (7) No Child Left Behind Title II D Assistive Technology Summer Institutes (Fund Code 171). (Contains 27 footnotes.) [This report was prepared by the Massachusetts Department of Education and the Instructional Technology Group.]
Technology in Massachusetts Schools
Author: Massachusetts Department of Education
Date: 2007-05-00
Type: Numerical/Quantitative Data
Subjects: Technical Support,Technology Planning,School Districts,Guidelines,Educational Technology,Teaching Methods,Technology Integration,Computer Uses in Education,Computer Literacy,Assistive Technology,Professional Development,Budgets,Information Systems,Decision Support Systems,Teacher Competencies,Disabilities

To support schools as they move into the 21st century, the Massachusetts Department of Education is developing improved systems to collect, analyze, and report data, which will ultimately allow districts to make decisions about instructional practices that will better meet students' needs. Many Massachusetts school districts are using these systems and tools, along with local resources and expertise, to prepare themselves for the technological demands of the 21st century. According to data submitted by school districts in 2006, technology literacy has increased; student-to-computer ratios have improved; Internet connectivity is up; and the turnaround time for technical support has improved. However, there is still much room for improvement. More than 20% of school districts have not met the guidelines set in 2004 for student access to high-capacity computers. Moreover, an estimated 26% of teachers use technology with their students only occasionally, if at all. In order to prepare students for a technology-driven world, schools need to provide a robust technology infrastructure, increased professional development, and ample support for the use of technology. This report will gauge the progress of districts in providing these prerequisites for effective technology use. Appendices include: (1) Local Technology Plan Guidelines (School Year 2007-2008 through 2010-2011); and (2) District Statistics. (Contains 36 footnotes.)
Technology in Massachusetts Schools
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: Technology Planning,Elementary Secondary Education,Educational Technology,Technology Integration,School Districts,Program Effectiveness,Educational Policy,Guidelines,Educational Finance,School Statistics,Technology Uses in Education,Assistive Technology,Data,Decision Making,Computer System Design,Internet,Professional Development,State Programs,Educational Resources

The Board of Elementary and Secondary Education shares the Governor's concern about the need to prepare students for the 21st century economy. Technology has the power to enhance students' learning, engage them, and ultimately prepare them for the competitive world beyond school. In order to prepare students for their future in this increasingly digital world, it is critical that districts provide a robust technology infrastructure, ample support for the use of technology, and increased professional development for teachers. This report uses data submitted by districts to gauge Massachusetts' progress as a state in providing the prerequisites for 21st century learning. Individual districts may want to use the report's finding to judge their own progress. Policymakers can use the information to develop strategies to support local districts as they prepare students for their future. Appendices include: (1) Local Technology Plan Guidelines; (2) District Statistics; and (3) Technology Funding. (Contains 55 footnotes.)
Supply and Demand of STEM Workers: STEM Jobs Are Growing, but Are Enough Massachusetts Students Qualified? Education Research Brief. Issue 2
Author: Conaway, Carrie
Date: 2007-10-00
Type: Collected Works - Serial
Subjects: Supply and Demand,Professional Services,Technology Education,Engineering Education,Mathematics Education,Performance Factors,Barriers,Board of Education Role,Demand Occupations,Education Work Relationship,Transitional Programs,Occupational Surveys

Jobs in science, technology, engineering, and mathematics (STEM) are the backbone of the Massachusetts economy. They comprise a substantial share of employment: about 13 percent of the state's jobs and one-third of its gross state product are related to STEM. And they also generate jobs in other fields, such as business and professional services, further increasing their impact on the economy. These are highly creative, high-paying, and fast-growing jobs: the kinds of jobs the Commonwealth will need to keep if it is to remain economically healthy. Massachusetts students perform relatively well on high school assessments in mathematics and science, and many are preparing to enter careers in STEM-related fields. Even so, some signals indicate that the state may not be producing enough well-qualified students to fill all the available jobs in these fields. Many STEM occupations are seeing increasing job vacancy rates within the state, indicating a possible mismatch of supply and demand. To bolster the state economy and ensure that its students remain competitive for Massachusetts-based STEM jobs, the Commonwealth will need to improve the STEM education of all students and strengthen the pipeline from high school through college and beyond. (Contains 1 table, 2 figures and 10 footnotes.)
Report to the Legislature: Department of Elementary and Secondary Education Strategic Plan. Line Item 7010-0005
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2008-11-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Strategic Planning,Public Education,Research Reports,State Legislation,Educational Planning,Educational Strategies,Elementary Secondary Education,Educational Change,Program Implementation,Program Proposals,Administrative Organization,Politics of Education

This paper presents the &quot;Report to the Legislature: Department of Elementary and Secondary Education Strategic Plan&quot;. This was a year of transition in public education. After former commissioner David Driscoll retired in August 2007, Deputy Commissioner Jeffrey Nellhaus filled in as acting commissioner for nearly nine months until newly appointed commissioner Mitchell Chester began his new job on May 19, 2008. Dr. Chester began his work in Massachusetts by meeting extensively with stakeholder groups so that he could learn more about the state's strategic needs and priorities for education policy. He also signaled that closing gaps in achievement and in expectations for college and career readiness would be among his highest priorities for the K-12 system. At the same time, Governor Patrick established the Executive Office of Education, led by newly appointed Secretary of Education Paul Reville. This office was established to coordinate the work in all levels of education from preschool to college. Its first task, the Readiness Project, was to produce a statewide 10-year strategic plan for education policy in the Commonwealth. This report was released in June 2008. Informed by these discussions and reports, the commissioner and members of the Board of Elementary and Secondary Education held a retreat in early August to agree upon the following specific goals and priorities for their work over the coming several years. They anticipate that they will revisit this list from time to time to account for changes in stakeholder needs and shifting priorities; hence, they are &quot;working&quot; goals and priorities. The Board of Elementary and Secondary Education working goals and priorities are: (1) Educator Development; (2) Curriculum and Instruction; (3) Accountability Redesign; (4) Supports for Students and Families; and (5) State Leadership and Operations. Chapter 182 of the Acts of 2008, line item 7010-0005 is appended.
Report to the Legislature: Audio-Digital MCAS Pilot Program. Line Item 7061-0012
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2008-11-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Test Results,Individualized Education Programs,Pilot Projects,Educational Assessment,Educational Technology,Grade 10,Audio Books,Assistive Technology,Audiovisual Aids,Dyslexia,Visual Impairments,Academic Accommodations (Disabilities),Testing Accommodations,Achievement Tests,Mathematics Tests,Educational Testing,State Legislation,Reading Tests,Writing Tests,Educational Finance

This paper presents the Final Report on the Audio-Digital MCAS Pilot Program. The Department and Recording For the Blind &amp; Dyslexic (RFB&amp;D) have collaborated to provide audio-digital read-aloud editions of the Grade 10 English Language Arts and Mathematics MCAS tests for a small number of students with disabilities such as dyslexia and/or vision impairments who use this technology routinely and whose Individualized Education Program (IEP) or 504 teams feel it is the most appropriate assessment method. Most students who require the read-aloud accommodation, however, appear to be accessing these tests in other ways, either through human readers or through the Kurzweil 3000 software that permits the student to view the test onscreen while it is read aloud electronically. Provided the funding for this project continues to be available, the Department will work with RFB&amp;D to explore opportunities to increase awareness of this testing option for students with disabilities. The Department will monitor test results to determine trends in student performance as a result of using the RFB&amp;D edition of MCAS tests. Chapter 61 of the Acts of 2007, line item 7061-0012 is appended. (Contains 2 tables.)
Report to the Legislature: Professional Development Expenditures. Line-Item 7061-0008
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2008-11-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Expenditures,Elementary Secondary Education,Professional Development,Research Reports,State Legislation,Leadership Training,Audits (Verification),Funding Formulas,Teacher Salaries,Accountability,Salaries

This paper presents the &quot;Report to the Legislature: Professional Development Expenditures&quot;. All public school districts report professional development expenditures as part of the required End of Year Financial Report in four areas: professional development leadership, teacher/instructional staff professional days, substitute salaries for teachers/instructional staff, and professional development stipends, providers, and expenses. For FY07, professional development spending rose to $209 million statewide, nearly attaining the peak amount from FY03. The median district spent $138 per pupil. The Department has concerns about the significant variation in professional development expenditures and opportunities for the educators. Professional development spending targeted especially to efforts to close the achievement gap and support all educators in getting all students to proficiency will be addressed in greater detail in other reports filed with the legislature. Chapter 61 of the Acts of 2007 is appended. (Contains 3 charts and 1 table.)
Massachusetts Adult Basic Education Curriculum Framework for English for Speakers of Other Languages (ESOL)
Author: Massachusetts State Dept. of Education, Adult and Community  Services.
Date: 2005-12-00
Type: Reports - Descriptive
Subjects: Listening Comprehension,Speech Communication,Adult Basic Education,English (Second Language),Language Skills,Skill Development,Educational Principles,Fundamental Concepts,Articulation (Education),Program Content,Context Effect,Curriculum Development,State Standards,Second Language Learning

This framework articulates the knowledge and skills adult English for Speakers of Other Languages (ESOL) learners need in order to communicate effectively and confidently in English so that they can meet their needs, advocate for themselves, their families and their communities, and participate more fully in U.S. society. The content outlined in this document is meant for all levels and all learners, from beginning to advanced. It applies to various program contexts including general ESOL, ESOL literacy, workplace education, family literacy, corrections, or those that transition students to higher education, vocational training and/or employment. The core concept of the ESOL Framework recognizes two critical dimensions of adult education. First, it focuses on skills, not content; secondly, it acknowledges that adults are developing their skills in order to use them in specific contexts. Appendices include: (1) ESOL Framework Glossary; (2) Charts of the Listening, Speaking Reading and Writing Strands and Standards, by Levels; (3) Teacher Vignettes; (4) Student Performance Level (SPL) Descriptors for Listening Comprehension, Oral Communication, and Reading and Writing; (5) Internet Resources; (6) Equipped for the Future; and (7) Massachusetts ABE Curriculum Frameworks Strands. (Contains 9 footnotes.)
Massachusetts Adult Basic Education Curriculum Framework for Mathematics and Numeracy
Author: Massachusetts State Dept. of Education, Adult and Community  Services.
Date: 2005-10-00
Type: Guides - Classroom - Teacher
Subjects: Numeracy,Adult Basic Education,Instructional Materials,Mathematics Curriculum,Mathematics Education,State Standards,Fundamental Concepts,Educational Principles,Program Descriptions,Instructional Design,Course Content,Alignment (Education),Articulation (Education)

Over the past number of years, several initiatives have set the stage for writing the Massachusetts ABE (Adult Basic Education) Curriculum Frameworks for Mathematics and Numeracy. This current version of the &quot;Massachusetts ABE Mathematics Curriculum Frameworks&quot; is a second revision of that first framework, but it is heavily influenced by developments in the adult education field since then, both nationally and internationally. The Mathematics Frameworks presents four learning strands: &quot;Number Sense&quot;; &quot;Patterns, Functions, and Algebra&quot;; &quot;Statistics and Probability&quot;; &quot;Geometry and Measurement&quot; which are described beginning on page 16 (in the Section on Content Strands and Learning Standards.) In order to present a document that makes sense practically, as well as theoretically, the Outline of Learning Levels on page 21 presents each of the strands and their standards at six performance levels: (1) Beginning Adult Numeracy; (2) Beginning ABE Mathematics; (3) Intermediate ABE Mathematics; (4) Pre-GED/ABE Mathematics; (5) ASE/GED Mathematics; and (6) ASE/Bridge to College Mathematics. Appendices include: (1) Suggested Readings; (2) Sample Instructional Units; (3) Instructional Resources and Materials Adult Numeracy Curriculum; (4) Criteria for Evaluating Instructional Materials and Programs; (5) Massachusetts Common Core of Learning; and (6) Equipped for the Future Role Maps and Domain Skills. (Contains 4 footnotes.)
Current Trends in School Finance: Massachusetts School Districts Are at a Fiscal Crossroads. Education Research Brief. Issue 1
Author: O'Donnell, Robert
Date: 2007-09-00
Type: Numerical/Quantitative Data
Subjects: School District Spending,Taxes,Budgets,Educational Finance,Health Insurance,School Districts,School Buildings,Special Education,Public Education,Financial Support,State Aid,Expenditures,Income,Operating Expenses,Federal Aid

Funding public education represents a massive state and local effort. Spending on education is second only to Medicaid in terms of the overall state budget and it consumes the largest share of local tax revenues. Between state and local taxes, Massachusetts taxpayers spent nearly $11 billion to operate the Commonwealth's PK-12 education system in fiscal year 2006. School districts across the Commonwealth have faced significant fiscal pressures in recent years. Rapidly increasing health insurance premiums, higher tuition charges for special education students, and slow-growing and declining state aid during the last economic downturn are all contributing to these budgetary challenges. Recent changes have brought some relief, most notably in funding for special education students, reforms to the Chapter 70 formula and increases in state aid, and restructuring of the School Building Assistance program. Yet, Massachusetts school districts still sit at an important fiscal crossroads. Balancing rapidly increasing costs with the needs of students is challenging the education system. Examining the recent trends in school district expenditures and revenues during the past five years can shed light on these and other challenges that districts will continue to face in the future. (Contains 1 table, 7 figures and 7 footnotes.)
Disproportionality: A Look at Special Education and Race in the Commonwealth. Education Research Brief
Author: Deninger, Matthew
Date: 2008-09-00
Type: Numerical/Quantitative Data
Subjects: African American Students,Federal Legislation,Disproportionate Representation,Politics of Education,Special Education,Racial Composition,Racial Discrimination,Hispanic American Students,White Students,Asian American Students,Eligibility,Racial Differences,Educational Policy,Disabilities,Disability Identification,Student Placement,Mainstreaming

African Americans account for approximately 12.4 percent of the United States population. They also account for approximately 79 percent of the players in the National Basketball Association. On average, African American and Hispanic students are found eligible for special education services at higher rates than their populations would suggest, while white and Asian students are less likely to be found eligible for special education relative to the size of their respective populations. This national trend, known simply as &quot;disproportionality,&quot; has recently become the subject of greater scrutiny from the U.S. Department of Education (USDE). Federal legislation has states more engaged than ever in researching, identifying, and modifying special education policies or procedures that result in disproportionality. The purpose of this paper is to present the most recent data concerning disproportionality in the Commonwealth and to promote a more complete understanding of its complexities. (Contains 5 figures and 13 footnotes.)
Massachusetts Science and Technology Engineering Curriculum Framework
Author: Massachusetts Department of Education
Date: 2006-10-00
Type: Guides - Classroom - Teacher
Subjects: Scientific Principles,Science Instruction,Educational Philosophy,Institutional Mission,Inquiry,Engineering Education,Physical Sciences,Biological Sciences,Earth Science,Space Sciences,Science Education,Technology Education,Curriculum Guides,State Standards,Guidelines

This 2006 &quot;Massachusetts Science and Technology/Engineering Curriculum Framework&quot; provides a guide for teachers and curriculum coordinators regarding specific content to be taught from PreK through high school. Following this &quot;Organization&quot; chapter, the &quot;Framework&quot; contains the following sections: (1) Philosophy and Vision; (2) Science and Technology/Engineering Learning Standards; (3) Appendices; and (4) References. The &quot;Philosophy and Vision&quot; chapter of the document provides general information in the following areas: (1) The Purpose and Nature of Science and Technology/Engineering section describes how science and technology/engineering interrelate; (2) The Inquiry, Experimentation, and Design in the Classroom section describes inquiry-based instruction and lists inquiry skills; and (3) The Guiding Principles articulate ideals of teaching, learning, assessing, and administering science and technology/engineering programs. After a brief history of how the learning standards in Massachusetts were developed, the standards are presented by strand, grade span, and subject area topic. Seven appendices are included: (1) PreK through High School Learning Standards Organized by Strand and Broad Topics; (2) Additional Learning Activities for Grade PreK through Grade 8; (3) Historical and Social Context for Science and Technology/Engineering: Topics for Study; (4) Safety Practices and Legal Requirements; (5) Dissection and Dissection Alternatives in Science Courses: Policies and Resources for Massachusetts Public Schools; (6) Curriculum Review Resources; and (7) Criteria for Evaluating Instructional Materials and Programs in Science and Technology/Engineering.