ethanporcaro/eric-fulltext-meta huggingface dataset:
Report to Congress on Head Start Efforts to Prevent and Reduce Obesity in Children
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Obesity,Child Health,Prevention,Early Intervention,Low Income Groups,Environmental Influences,Program Effectiveness,American Indians,Health Promotion,Best Practices,Migrants,Migrant Education,Grants,Child Development,Play,Physical Activity Level,Life Style,Nutrition,Eating Habits,Early Childhood Education,Public Health,Community Involvement,Preschool Children,School Personnel,Parent Education,Staff Development,Community Programs,Training,Individual Characteristics,Health Behavior

The rate of early childhood overweight and obesity in the United States has increased significantly over the last 30 years. The psychosocial risks of potential stigmatization and discrimination in an overweight child can cause low-esteem and/or reduced school performance. Overweight and obese children also face the increased health risks associated with cardiovascular disease, such as high cholesterol, high blood pressure; onset of Type 2 diabetes; and asthma. Many of the communities served by the Administration for Children and Families (ACF) Office of Head Start (OHS) have been affected by the staggering rise in national childhood obesity rates. Head Start programs located in low-income neighborhoods faced with the environmental risk factors of obesity, such as lack of safe outdoor play spaces and inaccessibility of low-cost, high-quality healthful foods, have seen an increase in the number of overweight children. Recognizing the need to address the increasing rates of childhood obesity and the impact of the Head Start program on the national community, Congress mandated that within one year after the enactment of Public Law 110-134, &quot;Improving Head Start for School Readiness Act of 2007,&quot; the Office of Head Start would submit to Congress a report on the Secretary's progress in assisting program efforts to prevent and reduce obesity in children who participate in Head Start programs. This report describes the activities and initiatives undertaken by the Office of Head Start to support Head Start grantees and delegate agencies in taking steps to reduce overweight and obesity among Head Start children and their families.
From Algebra to Zoology: How Well Do Students Report Mathematics and Science Coursetaking? NCES 2020-037
Author: Brown, Janis
Date: 2020-04-00
Type: Reports - Research
Subjects: National Competency Tests,High School Students,Course Selection (Students),Grade 12,High School Seniors,Academic Records,Mathematics Instruction,Science Instruction,Mathematics Achievement,Science Achievement,Advanced Courses,Scores,Secondary School Mathematics,Secondary School Science,Instructional Program Divisions,Validity

This study uses high school transcript data from the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) to determine the validity of student-reported high school courses on the NAEP twelfth-grade student questionnaire. Given that the HSTS is not administered as part of every NAEP twelfth-grade assessment, self-reported course data are often used to better understand NAEP assessment findings; therefore, it is important to determine the validity of these data. Using multiple administrations of HSTS, this study investigates whether student course reporting has changed over time. The report also examines how self-reported courses may affect the reporting of outcome measures, such as the relationship between course-taking and achievement as reported on NAEP.
Guidelines for Participation in West Virginia State Assessments, 2018-2019. Guidance for Accommodations for State and District Testing
Author: West Virginia Department of Education (WVDE), Office of Assessment
Date: 2018-09-00
Type: Guides - Non-Classroom
Subjects: State Standards,Standardized Tests,Federal Legislation,Equal Education,Students with Disabilities,Educational Legislation,Elementary Secondary Education,English Language Learners,Educational Policy,Individualized Education Programs,Student Needs,Accessibility (for Disabled),Access to Education,State Policy,Academic Accommodations (Disabilities),Alignment (Education),Progress Monitoring,Alternative Assessment,Testing,Achievement Tests,Testing Accommodations,Benchmarking,Inclusion,Committees,Role,Decision Making,Language Arts,Mathematics Instruction,Science Instruction,Summative Evaluation,Special Needs Students

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 (ESEA) and current with the requirements of Every Student Succeeds Act of 2015 (ESSA). States are required to provide guidance for appropriate participation of all students including English Learners and those with disabilities in required state assessments. The West Virginia Department of Education has crafted this document, &quot;Guidelines for Participation in West Virginia State Assessments, 2018-2019&quot; to: (1) Provide policy guidance to individualized education program (IEP) teams, Section 504 committees, and English Learner (EL) committees for appropriately accommodating students in statewide and district-wide assessments; (2) Help teachers and schools work within the framework of federal law and state policies; and (3) Provide information for documentation of implementation and assurances for federal requirements under the Every Student Succeeds Act (ESSA 2015) which has replaced requirements within the Elementary and Secondary Education Act (ESEA) enacted in 2002. This document includes requirements set by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004).
Guidelines for Participation in West Virginia State Assessments, 2020-2021. Guidance for Accommodations for State Testing
Author: West Virginia Department of Education (WVDE), Office of Assessment
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: State Standards,Standardized Tests,Federal Legislation,Equal Education,Students with Disabilities,Educational Legislation,Elementary Secondary Education,English Language Learners,Educational Policy,Individualized Education Programs,Student Needs,Accessibility (for Disabled),Access to Education,State Policy,Academic Accommodations (Disabilities),Alignment (Education),Progress Monitoring,Alternative Assessment,Testing,Achievement Tests,Testing Accommodations,Benchmarking,Inclusion,Committees,Role,Decision Making,Language Arts,Mathematics Instruction,Science Instruction,Summative Evaluation,Special Needs Students

West Virginia uses multiple state assessments to measure student achievement and inform program decision-making. The Individuals with Disabilities Education Improvement Act of 2004 requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 and current with the requirements of the Every Student Succeeds Act of 2015. The purposes of the &quot;Guidelines for Participation in West Virginia State Assessments&quot; (Participation Guidelines) include the following: (1) Provide policy guidance to individualized education program (IEP) teams, Section 504 committees, and English learner (EL) committees for appropriately accommodating students in statewide and district-wide assessments; (2) Help teachers and schools work within the framework of federal law and state policies; and (3) Provide information for documentation of implementation and assurances for federal requirements under the Every Student Succeeds Act (ESSA 2015) which has replaced requirements within the Elementary and Secondary Education Act (ESEA) enacted in 2002. This document includes requirements set by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). [For the previous report &quot;Guidelines for Participation in West Virginia State Assessments, 2019-2020. Guidance for Accommodations for State and District Testing,&quot; see ED609045.]
Juvenile Reentry. In Focus
Author: Harp, Caren
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Correctional Institutions,Recidivism,Correctional Rehabilitation,Transitional Programs,Federal Aid

There are more than 43,500 juvenile offenders in residential placement across the country. The Office of Juvenile Justice and Delinquency Prevention's (OJJDP's) reentry programs help ensure that youth have the tools to become productive, law-abiding members of society upon their return. OJJDP's Second Chance Act programs provide specialized services to youth and promote family engagement between incarcerated parents and their children when it is in the best interest of the child. The programs are part of the Office's comprehensive approach to enhance public safety, hold youth accountable when they offend, and empower all youth to live up to their full potential.
2020 Performance Measures for Student Success
Author: North Carolina Community College System
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Community Colleges,Accountability,Performance,Skill Development,Basic Skills,Success,English Instruction,College English,Mathematics Instruction,College Mathematics,Two Year College Students,Certification,Graduation Rate,College Transfer Students,Academic Achievement

The Performance Measures for Student Success Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled from the previous year and serves to inform colleges and the public on the performance of North Carolina's 58 community colleges. Every three years, a committee that is inclusive of college leaders; subject matter experts; and research and assessment professionals are appointed to review the measures and recommend deletions, revisions, and additions. Recommendations from the most recent review were approved in 2018 and this is the inaugural report representing the updated measures. The current list of measures includes: (1) Basic Skills Student Progress; (2) Student Success Rate in College-Level English Courses; (3) Student Success Rate in College-Level Math Courses; (4) First Year Progression; (5) Curriculum Student Completion; (6) Licensure and Certification Passing Rate; and (7) College Transfer Performance. [For the 2019 Performance Measures, see ED600121.]
Minnesota Principals Academy: End-of-Program Report for the 2017-19 Cohorts
Author: Fields, Jane
Date: 2019-09-00
Type: Reports - Research
Subjects: Principals,Professional Development,Program Evaluation,Leadership Training,Behavior Change,Administrator Attitudes,Educational Change,Strategic Planning,Instructional Leadership,Transformational Leadership,Barriers,Knowledge Level,Outcomes of Education,Assistant Principals,Teacher Administrator Relationship,Educational Practices,Interprofessional Relationship,Administrator Surveys

The Minnesota Principals Academy (MPA) is an executive development program designed to enhance the performance of school leaders in order to improve educational outcomes for students. The Center for Applied Research and Education Improvement (CAREI) serves as the program evaluator with the intention of providing information on the extent to which participants, upon completion of the program, changed their behaviors or gained knowledge and skills in the areas covered by the MPA. This report summarizes the results from surveys administered across three 2017-19 MPA cohorts: Brainerd/Staples, Fergus Falls, and the Twin Cities. The purpose of this evaluation was to describe and understand the MPA as a resource and training program for school leaders. The evaluation was designed to provide information regarding the extent to which participants gained knowledge and skills, or changed their behaviors, from the beginning of the program to the end of the program in the areas covered by the MPA curriculum. To do this, the evaluators administered a retrospective pre/post survey to MPA participants. They also surveyed participants' supervisors to ask them about changes they were seeing in participants' knowledge, skills, or behaviors since participating in the MPA. Across both surveys, MPA participants and supervisors shared that participating in the program helped leaders to improve their strategic leadership skills, as well as their practices as instructional leaders and transformational leaders. In addition, survey results indicate that MPA participants valued the network they developed and the resources made available through their participation. An area that emerged as a challenge in some cases was that principals' time out of their buildings to participate in the MPA could be a burden on schools and districts, especially in rural or smaller districts.
State Systemic Improvement Plan (SSIP): Phase III
Author: West Virginia Department of Education
Date: 2017-04-01
Type: Tests/Questionnaires
Subjects: Statewide Planning,Strategic Planning,Educational Improvement,Educational Change,Counties,Administrator Attitudes,Instructional Leadership,Specialists,Evaluators,Scoring Rubrics,Graduation Rate,High Schools,Guides,Educational Quality,Program Evaluation,Accountability,State Standards,Middle Schools,Evidence Based Practice

The State Systemic Improvement Plan (SSIP), WV GRADUATION 20/20, was implemented during the 2015-2016 academic year beginning with sixty-nine (69) schools in thirty-six (36) counties representing fifty-nine (59) percent of West Virginia's high schools. During the 2016-2017 academic year the number of high schools has grown to seventy-two (72) and the cohort now includes twenty (20) middle schools bringing the total to ninety-two (92) schools in forty-one (41) counties. Evaluation efforts during the 2016-2017 school year have, with some adjustments, followed the Evaluation Plan submitted for Phase II. Informed by stakeholder input, there were two (2) key changes to the evaluation. First, beyond conducting focus groups with School Leadership Teams, the Regional School Support Specialists (RS[superscript 3]s) also participated in a focus group. Second, the evaluator worked closely with the RS[superscript 3]s to revise the WV GRADUATION 20/20 Reflection Rubric to ensure that it: (1) was a useful fidelity measurement tool; (2) applied to all schools regardless if they were new to the initiative or well established; and (3) reduced the burden of reporting. Once a pre/post survey conducted twice a year, the rubric is now a retrospective pre/post survey conducted once a year. Additionally, RS[superscript 3]s will complete a rubric for each of the schools they support. Two data comparisons are part of the evaluation plan. First, state level graduation rates among students with disabilities will be monitored annually across the span of the initiative. Second, results of the Reflection Rubric will be examined, aggregated, and reported each year. Further, individual rubric results will be available to the RS[superscript 3]s and the schools they support. These data will allow RS[superscript 3]s and participating schools to better see and understand the stages of implementation, areas of strength, and areas where additional support is needed.
An Evaluation of the Cultural Contextualization of the Incredible Years Parenting Program for African American and Hmong Cultural Groups
Author: Fields, Jane
Date: 2016-04-15
Type: Reports - Research
Subjects: Hmong People,African Americans,Program Effectiveness,Culturally Relevant Education,Parent Education,Family Programs,Parenting Skills,Parent Attitudes,Program Implementation,Satisfaction,Community Programs,Child Rearing,Stress Variables,Child Development,Child Behavior,Social Development,Emotional Development,Stress Management

This report is based upon work supported by the Social Innovation Fund (SIF), a key White House initiative and program of the Corporation for National and Community Service (CNCS). The Social Innovation Fund combines public and private resources to grow the impact of innovative, community-based solutions that have compelling evidence of improving the lives of people in low-income communities throughout the United States. Greater Twin Cities United Way received funds from the SIF to serve as a grantmaking intermediary in Minneapolis and Saint Paul. As part of a competitive selection process, the Amherst H. Wilder Foundation (Wilder) was selected as the fiscal agent for the Saint Paul Promise Neighborhood's (SPPN) subgrant. The Center for Applied Research and Educational Improvement (CAREI) was awarded the contract to evaluate several of the seven nonprofit subgrantee programs that received SIF funding from the United Way. Through the SIF award, Wilder and SPPN intended to deliver culturally contextualized versions of the Incredible Years program to African American and Hmong parent groups in the SPPN. This evaluation report will provide information about the cultural contextualization process and report on the effectiveness of the culturally-contextualized Incredible Years parent programs, specifically for African American and Hmong parents and children. The subgrant period reported here ran from April 15, 2013-December 31, 2015, which includes Year 1 (April 2013-April 2014), Year 2 (April 2014-April 2015), and a Year 2 no-cost extension (April 2015-December 2015). This report will provide background on the issue that was addressed with the proposed program model -- the cultural contextualization of the Incredible Years parenting program for African American and Hmong parent groups. The program theory, logic model, and outcomes of interest are also described because they helped to shape the implementation and impact evaluation questions and study design. Results for the implementation and impact evaluation are described followed by a conclusions section that summarizes the findings and provides recommendations. [This report is based upon work supported by Generation Next.]
Investing Additional Resources in Schools Serving Low-Income Students: Evidence for Advocates. Fair School Funding: A Resource Equity Report
Author: McKillip, Mary
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Low Income Students,Educational Finance,State Aid,Poverty,Academic Achievement,Educational Research,Resource Allocation,National Competency Tests,Elementary Secondary Education

Money matters in education, especially for students from families that are struggling financially. Increasing school funding not only leads to improved school completion rates and higher achievement in low-income school districts, but over the long-term it can increase educational attainment, wages, and family incomes for children from low-income families. While the benefit of investing additional resources in schools serving low-income students is well-established in research, it is often ignored or not well understood by policymakers. This brief provides the research evidence advocates need when confronted with a fundamental question in the education policy debate: &quot;Why should states invest additional resources in low-income students?&quot;
North Dakota Every Student Succeeds Act (ESSA) State Plan
Author: North Dakota Department of Public Instruction
Date: 2018-09-24
Type: Reports - Descriptive
Subjects: Federal Legislation,Elementary Secondary Education,Educational Legislation,State Programs,Career Readiness,College Readiness,Educational Objectives,Academic Standards,Accountability,Educational Improvement,Teacher Effectiveness,Educational Assessment,Coordination

The overarching objective of North Dakota's State Every Student Succeeds Act (ESSA) Plan is to ensure every school's graduation rate matches its Choice Ready rate, thus eliminating the honesty gap, so students, parents and the state are able to confidently place high value on the diplomas received. In partnership with a broad and diverse group of stakeholders, the North Dakota Department of Public Instruction (NDDPI) has created a new vision for education in North Dakota as part of the ESSA planning process which reads &quot;All students will graduate choice ready with the knowledge, skills and disposition to be successful in whatever they choose to do, whether they pursue a post-secondary degree, enroll in a technical college, enter the workforce, or join the military.&quot; NDDPI is committed to leading an inclusive and collaborative process of stakeholder engagement to design and develop a continuous improvement focused education system that is key to improving education for all learners. This vision has been embedded in all of the work on the writing and future implementation of the North Dakota ESSA plan. This plan is organized around six key elements that address the requirements of ESSA: (1) long-term goals and measurement of interim progress; (2) consultation and coordination; (3) challenging academic standards and academic assessments; (4) accountability, support and improvement; (5) supporting excellent educators; and (6) supporting all students.
Implementation of Special Education and Related Services for Children with Disabilities. 2018-2019 School Year
Author: Ohio Department of Education, Office for Exceptional Children
Date: 2020-01-28
Type: Reports - Descriptive
Subjects: Special Education,Public Education,Related Services (Special Education),Students with Disabilities,Elementary Secondary Education,Inclusion,Special Schools,Student Placement,Symptoms (Individual Disorders),Eligibility,Home Schooling,Family Role,Private Schools

State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education collects this data through the Education Management Information System (EMIS). This report is based, in part, on data gathered from EMIS for special education and related services for the 2018-2019 school year. [For the 2017-2018 School Year report, see ED600420.]
2020 Affordability Report
Author: North Dakota University System
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Federal Aid,Grants,Student Loan Programs,Student Costs,College Students,Tuition,Fees,Student Financial Aid,Debt (Financial),Research Universities,State Universities,Community Colleges,College Housing,Paying for College

College affordability is a significant factor in student access, retention and completion. Tuition and fee rates are a major component of affordability, as is the availability of financial aid programs from federal, state, institutional and private sources. Strategically designed approaches to college affordability can better assist families in preparing for post-secondary education, accessing programs and attaining educational goals. This report outlines key affordability factors of the North Dakota University System (NDUS). This 2020 affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Room &amp; Board; (2) Estimated Total Student Cost; (3) Financial Aid Summary; (4) Federal Funding Sources; (5) Annual Loan Volume; (6) Indebtedness at Graduation; (7) Net Price; and (8) Summary of All 2018-19 Aid Sources. [For the 2019 report, see ED594642.]