ethanporcaro/eric-fulltext-meta huggingface dataset:
States Expand Employment and Training Opportunities for People with Disabilities. White Paper
Author: Stephens, Rachael
Date: 2018-09-00
Type: Reports - Research
Subjects: State Programs,Employment Opportunities,Training,Disabilities,Educational Strategies,Best Practices,Students with Disabilities,Experiential Learning,Inclusion,On the Job Training,Vocational Rehabilitation,Individualized Education Programs,Labor Turnover,Social Services,Program Design,Standards

Roughly one in five American adults, or approximately 53 million people, live with some type of disability, and their unemployment and poverty rates are nearly double the rates of people without disabilities. Labor force participation for people with disabilities is just 20.2 percent--less than a third of the rate of participation among people without disabilities. However, this is often not by choice. At least two-thirds of people with disabilities are striving to work, whether they are already working and want more hours or are unemployed and looking for work. Many who do find work face limited opportunities and are likely to earn less. For example, a worker with a disability who has a high school diploma earns $6,505 less per year than his or her peers without disabilities. The National Governors Association hosted a learning lab on May 9-10, 2018, in Madison, Wisconsin, titled &quot;Building Inclusive Talent Pipelines for People with Disabilities.&quot; Alaska, Arizona, Hawaii, Indiana and Maryland were selected to participate in the learning lab, where they learned about Wisconsin's successes and shared best practices with one another and leading subject matter experts. This paper describes strategies that emerged as best practices in participating states and other states across the country highlighted during the learning lab.
A Portrait of California Career Technical Education Pathway Completers. Technical Report. Getting Down to Facts II
Author: Reed, Sherrie
Date: 2018-09-00
Type: Reports - Research
Subjects: Vocational Education,Career Development,Public Schools,High School Students,Educational Attainment,High School Graduates,Student Characteristics,Race,Ethnicity,Socioeconomic Status,English Language Learners,Students with Disabilities,Institutional Characteristics,School Location,Student Diversity,Disadvantaged,Access to Education,Barriers,Social Mobility,Gender Differences,Disproportionate Representation,Outcomes of Education

This paper builds on current knowledge by examining patterns of career technical education (CTE) pathway completion for California public high school students in two consecutive years and using multiple data sources on course-taking, student demographics, and school characteristics. Specifically, the paper answers the following questions: (1) What are the most frequent CTE pathways completed by recent high school graduates?; (2) Who completes CTE pathways and how does CTE pathway completion differ by key student characteristics (e.g. race/ethnicity, socioeconomic status, English Learner status, students with disabilities)?; and (3) How do CTE pathway completion rates differ by key school characteristics (e.g. type of school, location of school, diversity of student body, and concentration of socioeconomic disadvantaged students)? Findings suggest that there may be clear differences in access or demand that must be better understood, and could also connect to funding incentives. For example, if lower-income Latino students participate in CTE at higher than average levels, but have more limited access to a breadth of pathways, the CTE policy landscape may hinder economic mobility rather the promote it. Furthermore, the gender-specific patterns of participation by sector also suggest that disrupting such patterns may be a policy lever that could be used to improve female representation in STEM fields if done properly.
Can Teacher Evaluation Programs Improve Teaching? Technical Report. Getting Down to Facts II
Author: Lovison, Virginia
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Teacher Effectiveness,Program Effectiveness,State Policy,School District Autonomy,Administrator Attitudes,Teacher Attitudes,Program Costs,Principals,Classroom Observation Techniques,Scoring Rubrics,Faculty Development,Compensation (Remuneration),Incentives,Job Performance,Tenure,Instructional Improvement,Coaching (Performance)

Over both recent years and many decades, California districts have produced a range of substantively different approaches to teacher evaluation, demonstrating both the potential for district-level action generally and specific design options. In this report, the authors focus on teacher evaluation programs and further focus on the features of evaluation programs which may promote or hinder teachers' effectiveness in their work. The purpose of this report is to provide an introduction to key issues and evidence for California's policymakers and school leaders who are concerned about teacher evaluation in their districts and schools. The report is organized around four themes of contemporary teacher evaluation programs: (1) evaluation which is based, at least in part, on multiple classroom observations structured by and scored with a detailed rubric; (2) making clear, easy, direct connections between an individual's evaluation results and resources to help that individual in her efforts to improve; (3) evaluation using multiple measures of effectiveness in teaching; and (4) programs which do or do not attach consequences to evaluation results, most notably tenure decisions. For each of these four features, the authors provide examples of different approaches in practice in California school districts. The authors highlight the following five California districts and summarize key features of their evaluation programs: Poway, Long Beach, Los Angeles, San Jose, and San Juan Unified School Districts. For each of the four features, the authors summarize scholarly research which provides evidence on which approaches are more or less likely to promote improvements in teachers' effectiveness at their work. Before taking up the four topics, the authors first report results from a recent survey of California teachers and principals. These results provide some insight into teachers' and principals' current beliefs and attitudes about teacher evaluation in California.
Getting to Graduation: Data Tools for Supporting Students Experiencing Homelessness
Author: National Center for Homeless Education at SERVE
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Graduation,Homeless People,Risk Assessment,Federal Legislation,School Districts,Student Rights,Risk,Poverty,Children,Youth,Needs Assessment,Workbooks,Student Needs,Program Evaluation,Program Effectiveness,Graduation Rate

The purpose of the McKinney-Vento Act is to ensure that students experiencing homelessness have access to the education and other services they need in order to meet state academic achievement standards, and ultimately, to graduate prepared for college and career. Most homeless educators work one-on-one with homeless children, youth, their parents and guardians. Undoubtedly, their care in supporting students to enroll, attend and succeed in school is critical to the success of homeless students and the Education for Homeless Children and Youth (EHCY) program. However, most state and local educational agencies lack the capacity required to provide intensive case management to all homeless students. The demands and stresses of serving homeless students often put stakeholders in the position of constantly reacting to overwhelming, immediate needs. To turn the tide of overwhelming student needs and program responsibilities to a more proactive course of action, State Coordinators and their partners need to determine where local educational agencies (LEAs) and homeless education programs underperform, under identify, or under serve children and youth experiencing homelessness. In order to help states identify areas for improvement, the U.S. Department of Education (ED) commissioned the creation of a set of LEA workbooks and this manual to support the use of data by State Coordinators and other key stakeholders in the education of homeless students. Primarily, this manual will assist states in creating or adjusting measurable goals and related targets, as well as evaluating the overall effectiveness of activities conducted on the part of both school districts and the state homeless education program. These goals and measures can then be used to inform the development of state plans and annual workplans for state activities.
Identifying Children and Youth in Homeless Situations. Updated. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Children,Youth,Identification

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act, guarantees educational rights and supports for students experiencing homelessness. This brief summarizes the key provisions of the McKinney-Vento Act related to the identification of children and youth experiencing homelessness, and provides an overview of implementation strategies at the state and local levels. [For the original report &quot;Identifying Children and Youth in Homeless Situations. McKinney-Vento Law into Practice Brief Series,&quot; see ED574576.]
When Working Together Works: Interagency Collaboration between McKinney-Vento Programs and Homeless Service Providers. Best Practices in Interagency Collaboration Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Agency Cooperation,Federal Legislation,Homeless People,State Departments of Education,School Districts,Federal Programs,Coordination,Advisory Committees,Shared Resources and Services,Best Practices

Because the needs of homeless children and youths are so extensive and varied, State educational agencies (SEAs) and local educational agencies (LEAs) must become part of a system of services to ensure that these vulnerable children and youths can receive the support they need to attain an education. The McKinney-Vento Act, the Federal law that guarantees rights and services for homeless children and youths, includes SEA and LEA requirements for interagency collaboration. This brief helps SEA and LEA Education for Homeless Children and Youths (EHCY) program administrators understand the requirements in the McKinney-Vento Act related to collaboration. It also considers recommendations provided in the 2016 &quot;Non-regulatory Guidance&quot;; offers practical strategies to make collaborative efforts effective; and provides some basic tips drawn from EHCY State Coordinators and local liaisons along with links to resources.
Serving Students Experiencing Homelessness under Title I, Part A. Updated. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Homeless People,Federal Legislation,Elementary Secondary Education,Educational Legislation,Pupil Personnel Services,Coordination,Educational Cooperation,Eligibility,Educational Finance,Financial Support,Educational Strategies,Students

The purpose of Title I, Part A of the Elementary and Secondary Education Act (ESEA; 20 U.S.C. § 6301 et seq.) is to provide all children with a fair, equitable, and high-quality education, and to close educational achievement gaps. Title I, Part A is designed to meet the educational needs of low-achieving children in schools with the highest levels of poverty by aligning high-quality assessments, systems of accountability, teacher preparation, curriculum, and instructional materials with challenging State academic standards. This brief explains how Title I, Part A of the ESEA, as amended by the Every Student Succeeds Act of 2015 (ESSA), and the McKinney-Vento Act, as amended by the ESSA, intersect, and offers strategies for effective cross-program collaboration. [For the first version of this brief &quot;Serving Students Experiencing Homelessness under Title I, Part A. McKinney-Vento Law into Practice Brief Series,&quot; see ED574592.]
Pathway to Success: Citizens Leadership Academy Develops Strong Citizens and Scholars
Author: Belcher, Ellen
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Middle Schools,Citizenship Education,School Effectiveness,Charter Schools,Self Advocacy,Middle School Students,Student Empowerment,Teacher Student Relationship,Middle School Teachers

Citizens Leadership Academy (CLA) in Ohio is preparing its middle schoolers for success in high school, college, and life. CLA is second among all public schools in the city on student growth. The school's eighth graders reach and surpass proficiency at a rate that is more than three times that of their peers across the city. Reading and math proficiency rates at CLA are more than double those of Cleveland's. The school's model--as captured in its name, &quot;Citizens Leadership&quot; Academy--prioritizes and cultivates broader attributes and mindsets necessary for long-term success. As demonstrated in this profile about one student, Keith Lazare Jr., CLA asks students to consider what it means to be active, engaged citizens and community members. Students are asked to grapple not only with tough math problems or reading passages--strengthening the stick-with-it-ness known in education circles as &quot;grit&quot;-- but also to develop a sense of responsibility, ownership, and persistence in all aspects of their character.
Local Homeless Education Liaisons: Understanding Their Role. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Elementary Secondary Education,Educational Legislation,Coordinators,Staff Role,Occupational Information,Job Skills,Pupil Personnel Services,Students

Homelessness often is accompanied by poverty, stress, and instability. As a result, children and youth in homeless situations frequently must overcome many educational challenges; yet for children and youth experiencing homelessness, school provides stability, support, and hope for the future. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act, guarantees educational rights and supports for students experiencing homelessness, and seeks to remove any barriers these students may face in succeeding in school. Under the McKinney-Vento Act, every local educational agency (LEA) must appoint a local homeless education liaison. The local liaison serves as the district's lead homeless education contact, and is required to fulfill the duties of the position as established in the Act [42 U.S.C. § 11432(g)(6)(A)]. This brief explores those duties and suggests strategies for their implementation.
Earning While Learning with Early Educator Apprenticeship Programs
Author: Workman, Emily
Date: 2019-02-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Preservice Teacher Education,Apprenticeships,Bachelors Degrees,On the Job Training,Partnerships in Education,Education Work Relationship,Educational Benefits,Career Development

Early childhood educators have a unique opportunity to foster the development of cognitive, behavioral, and social skills. But the work is not easy. Effective educators need to master a complex set of skills, which requires high-quality educational and training programs rooted in child development and practicums in early childhood classrooms led by highly qualified teachers. However finding highly qualified teachers can be challenging. Historically, the work has been considered low-skilled, employing people with limited education and training, and offering low wages to match. At present, most early childhood professionals earn a wage that falls below the poverty line for a family of four, at an average of just $13.74 per hour. Yet while compensation remains low, over the past two decades, policymakers have gradually increased credentialing requirements for teachers. In 2007, the reauthorization of the Federal Head Start Act set a requirement that 50 percent of its teachers hold a bachelor's degree within five years. At present, 35 state-funded pre-K programs require that lead teachers have a bachelor's degree and 17 programs require degree specializations in a field related to early childhood education or child development. In order to unpack the complexities of this recommendation and its implications for teachers of three- and four-year-olds, New America engaged the nation's leading experts on early childhood teacher preparation in a discussion of what preparation for current and future early educators should look like and the potential of new, more accessible, and higher-quality models for degree programs. This report on Registered Apprenticeship models is the third in a series that will explore strategies to help address some of those issues. [To view the second report, &quot;Putting Degrees within Reach: Strategies for Financing Early Educator Degrees,&quot; see ED594604.]
Rethinking Directions in Language Learning and Teaching at University Level
Author: Loranc-Paszylk, Barbara, Ed.
Date: 2019-04-08
Type: Books
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language of Instruction,Teaching Methods,English for Academic Purposes,Official Languages,College Students,Student Needs,Educational Improvement,Social Change,Barriers,Japanese,Translation,Writing (Composition),Plagiarism,Foreign Countries,Study Abroad,Cultural Awareness,Advanced Students,Communication Strategies,Writing Strategies,Higher Education

This volume provides a timely focus on various aspects related to foreign language learning and teaching within the university context. It discusses current issues, such as: increasing popularity of English Medium Instruction (EMI), communication in English as a Lingua Franca, staying abroad, and provisions of English for professional or academic purposes. The chapters examine the (re)use of traditional methods and techniques to improve pedagogical practices in the new challenging contexts that arise due to contemporary social developments. The book aims at allowing readers to get better understanding of university students' linguistic needs and to explore a number of practical pedagogical implications. It will be of interest to both researchers and practitioners working in the university context.
Changes in College Attendance Patterns of Traditional College Students
Author: Weber, Jennifer
Date: 2018-03-00
Type: Reports - Research
Subjects: Attendance Patterns,College Attendance,College Students,State Universities,Community Colleges,Research Universities

This report is intended to show the changes in attendance patterns for traditional college students enrolled in the North Dakota University System (NDUS) over a sixteen-year period between 2001-2016. This encompasses the entirety of Integrated Postsecondary Education Data System (IPEDS) reported data since the inception of online IPEDS reporting. This study defines traditional college students using the National Center for Education Statistics (NCES) definition of a first time student. Under this definition, a student is traditional if attending college as a full time student, seeking an undergraduate degree, and has not enrolled in any prior college courses for credit with the exception of dual credit enrollment while in high school. While national IPEDS data shows that the number of student who enter college as first time students has decreased slightly, from 51% to 47% between 2001 and 2016, data for NDUS shows a more dramatic decrease from 64% to 51% in the same time period. Note, however, that although the current rates for NDUS are higher than the national average (51% as compared to 47%), the difference in earlier years was much greater (64% for NDUS compared to 51% national). Thus, it can be inferred that NDUS is beginning to more closely reflect national attendance patterns for traditional college students.
Research Overview: Key Findings from 10 Studies of the TAP System
Author: National Institute for Excellence in Teaching (NIET)
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Academic Achievement,Educational Quality,Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,Career Development,Faculty Development,Accountability,Teacher Leadership,Merit Pay,Teacher Evaluation,Teaching Skills,Knowledge Base for Teaching,Teacher Responsibility,Scores,Achievement Gains,Elementary Secondary Education,Value Added Models,Collegiality,Disadvantaged Schools,Teacher Attitudes

Researchers at NIET and elsewhere have studied the effectiveness of &quot;TAP: The System for Teacher and Student Advancement&quot; (TAP) in raising student achievement, improving the quality of instruction, and increasing the ability of high-need schools to recruit, retain and support effective teachers. This document provides summaries of some of the key studies on the TAP System to date. It is divided up into the following sections: (1) NIET Mission; (2) TAP: The System for Teacher and Student Advancement Description; (3) TAP Impact in Schools, Districts and States; (4) Student Achievement (Nationwide, Indiana, Louisiana, Texas, Arizona); (5) Teacher Retention; (6) Educator Attitudes; and (7) References.
Pathway to Success: Columbus Collegiate Academy Embodies High Expectations for All Students
Author: Belcher, Ellen
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Middle School Students,College Preparation,Middle Schools,Charter Schools,School Effectiveness,Expectation,School Culture,Student Behavior,Aspiration

Columbus Collegiate Academy (CCA) (Ohio) epitomizes the relentlessness and vision necessary to close achievement gaps in urban education. Started in the basement of a church with 57 students in 2008, CCA evolved into one of the city's top-performing middle schools. It earned national awards for the gains achieved by students who are overwhelmingly disadvantaged, and grew into a network of schools serving 600 students. Columbus Collegiate Academy -- West, a replica of the original CCA, opened in 2012 in Franklinton in one of the city's poorest neighborhoods. The school's relentless focus on academics and high expectations both academically and behaviorally are exemplified through 13-year-old Jahnea Potts' story. In this profile, Jahnea tells about her plans for high school as well as college and beyond--a vision for her own life made possible in no small part because of the expectations CCA leaders and teachers have for her and their willingness to do whatever it takes to help her get there.
TAP Research Summary: Examining the Evidence for the Impact of TAP: The System for Teacher and Student Advancement, June 2015
Author: Barnett, Joshua H.
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Academic Achievement,Educational Quality,Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,Career Development,Faculty Development,Accountability,Teacher Leadership,Merit Pay,Teacher Evaluation,Teaching Skills,Knowledge Base for Teaching,Teacher Responsibility,Scores,Achievement Gains,Elementary Secondary Education,Value Added Models,High School Teachers,Teacher Attitudes,Collegiality,Disadvantaged Schools

Researchers at NIET [National Institute for Excellence in Teaching] and elsewhere continue to investigate the impact of TAP™: The System for Teacher and Student Advancement. This document summarizes three new studies and several new findings showcasing TAP's effectiveness at significantly raising student achievement, improving the quality of instruction and increasing the ability of high-need schools to recruit, retain and support effective teachers.