ethanporcaro/eric-fulltext-meta huggingface dataset:
Report of the Commissioner of Education for the Year Ending June 30, 1906. Volume 2
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1908-00-00
Type: Historical Materials
Subjects: Public Schools,Private Schools,Secondary Schools,Vocational Education,American Indian Education,Business Schools,Nursing Education,African American Education,Correctional Education,Institutionalized Persons,Correctional Institutions,Students with Disabilities,Federal Legislation,Educational Legislation,Federal Aid,Summer Programs,Urban Areas,Compulsory Education,Attendance,Child Welfare,Truancy,Child Labor,Industry,Remedial Instruction,Hygiene,Delinquency,Foreign Countries

Chapter XVIII of volume 2 provides discussion and data on public and private normal schools. Subsequent chapters give discussion and data on secondary schools; manual and industrial training, including industrial schools for Indian children; commercial and business schools; nursing schools; schools for the colored race; reform schools; and schools for the defective classes including the blind, deaf, and feeble-minded. Chapter XXVI details education-related legislation enacted by the 59th Congress, 1905-1907, including a summary of education appropriations and discussion of appropriations by agency as well as acts of incorporation. Chapter XXVII discusses the educational and personal benefits of summer colonies for city people in Germany. Chapter XXVIII covers compulsory school attendance issues and their relationship to general child welfare, including truant service, child labor laws, school attendance v. child labor, the cotton mill's relationship to children, and remedial agencies. Included is a bibliography on compulsory education, truancy, school hygiene, and juvenile delinquency and adjudication. [For Volume 1, see ED620505.]
Elementary English Language Learners&apos; Home Languages with Enrollment over 20 Students in a Grade Level, PEIMS Fall 2012. Research Brief. DRE Publication 12.20 RB
Author: Brunner, Josie
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: English Language Learners,Elementary School Students,Spanish,Vietnamese,Korean,Mandarin Chinese,Semitic Languages,Preschool Children,Preschool Education,Elementary Education,Public Schools

District-wide in Fall 2012, Austin Independent School District had at least 20 English language learner students (ELLs) in an elementary grade level who spoke Spanish, Vietnamese, Arabic, Korean, or Mandarin as their home language.
Dual Language Program Parent Survey, Spring 2013. Research Brief. DRE Publication 12.27 RB
Author: Brunner, Josie
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Bilingual Education Programs,Parent Surveys,Parent Attitudes,English Language Learners,Second Language Learning,Middle School Students

Results from a January 2013 phone survey indicated that 5 out of 6 parents who responded believed Austin Independent School District's dual language program was effectively helping their student learn a second language.
Bilingual Stipend Payments, Allocation Analysis. Research Brief. DRE Publication 12.29 RB
Author: Brunner, Josie
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: School Districts,Teacher Salaries,Compensation (Remuneration),Bilingualism,Resource Allocation,Expenditures,English Language Learners,Eligibility

This report provides a comparison of Austin Independent School District (AISD) teacher salaries and bilingual stipends to those in other Texas districts and analyzes the 2011-2012 school year bilingual stipend distribution within AISD.
Report of the Commissioner of Education for the Year Ended June 30, 1907. Volume 1
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1908-00-00
Type: Historical Materials
Subjects: Federal Government,Authors,Foreign Countries,Exhibits,Hygiene,Conferences (Gatherings),Boards of Education,Playgrounds,Animal Husbandry

Volume 1 begins with the Commissioner of Education's introduction. Chapters include: (1) the work of the Bureau of Education; (2) a list of the writings of William Torrey Harris; (3) education in Great Britain and Ireland for the year 1906-1907; (4) education in France; (5) education in Central Europe; (6) Educational Activity in Foochow, China; (7) education in Canada; (8) education in Mexico, Uruguay, and Panama; (9) educational exhibits at the Jamestown Exhibition; (10) Report of the Second International Congress on School Hygiene; (11) the Conference for Education in the South and the Southern Education Board; (12) Charles Duncan McIver and his educational services, 1886-1906; (13) school playgrounds of America; (14) education in Hawaii, Porto Rico, and Cuba; and (15) report on the Alaska school service and on the Alaska reindeer service. The final chapters include current educational topics, periodicals and an educational directory. [For Volume 2, see ED620662.]
Unpacking Pre-K Classroom Organization: Types, Variation, and Links to School Readiness Gains
Author: Moffett, Lillie
Date: 2021-00-00
Type: Journal Articles
Subjects: School Readiness,Kindergarten,Preschool Education,Achievement Gains,Executive Function,Class Organization,Educational Strategies,Verbal Communication,Behavior,Classroom Techniques,Classroom Environment,Preschool Children,Parents,Parent Attitudes,Language Skills,Mathematics Skills,Intelligence Tests,Verbal Ability,Vocabulary,Achievement Tests

Classroom organization is an important facet of prekindergarten quality but is typically measured at a &quot;global level&quot; and as a &quot;single construct.&quot; Little is known about how experiences of different facets of classroom organization--namely, exposure to teacher organizational strategies--vary across &quot;individual children&quot; in the same classroom and predict gains in children's academic and executive functioning (EF) skills. We coded the total number of minutes 263 prekindergartners were exposed to teacher strategies for classroom organization (e.g., verbal directions, behavior management, rituals and routine cues, and modeling of materials and transitions). Time spent exposed to a global construct of teacher organizational strategies--as well as the CLASS classroom organization score--did not predict children's gains, but time exposed to specific types of organization did. Findings illustrate the utility in separating a global construct into specific types, and offer a first look at child-level measurement of teacher organization.
Essential Elements of Comprehensive Data Literacy
Author: Ruedel, Kristin
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Information Literacy,Data,Capacity Building,Definitions,Technical Assistance,Information Management,Data Use,Educational Improvement

Developing a solid foundational knowledge of data literacy is integral to building role-specific knowledge and building capacity of educators to use and apply these skills appropriately. However, the definition of data literacy is inconsistent and often too narrowly applied within the field of education. National experts and technical assistance service providers from multiple centers embarked on a journey to more comprehensively and consistently define the essential elements of data literacy in education. With a goal of identifying common language and explicitly defining the essential elements of data literacy in education, the National Center for Systemic Improvement (NCSI), National Center on Educational Outcomes (NCEO), IDEA Data Center (IDC), and Center for the Integration of IDEA Data (CIID) teamed up and shared their experiences in providing technical assistance to support data literacy. These Centers collaboratively defined four key elements and three support structures that work together to build capacity in data literacy across all levels of the system.
Research Messages 2013
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2014-00-00
Type: Collected Works - General
Subjects: Vocational Education,Job Skills,Productivity,Educational Research,Barriers,Students with Disabilities,Cultural Influences,Indigenous Populations,Job Training,Intellectual Disciplines,Access to Education,Career Pathways,Awards,Foreign Countries,Higher Education,Industry,Literacy,Numeracy,Associate Degrees,Bachelors Degrees,Labor Turnover,Older Adults,Single Sex Schools,Immigrants,Females,Inclusion,Postsecondary Education,Employment,Careers,Educational Quality,Low Income Students,College Readiness,Financial Support,Evaluation,Adult Literacy,Economically Disadvantaged

&quot;Research Messages 2013&quot; provides a summary of the research published in 2013 by the National Centre for Vocational Education Research (NCVER) in the following broad categories: (1) skills and productivity: from VET qualifications to higher-level qualifications and issues affecting the workforce; (2) social inclusion and participation in education and training: equity groups and measuring socioeconomic disadvantage; (3) young people: school, science and income support; (4) the VET sector: institutions, practices and the workforce; and (5) structures in the tertiary education and training system. [Funding for this paper was provided by the Australian Government Department of Industry.]
Research Messages 2015
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Collected Works - General
Subjects: Vocational Education,Educational Research,Foreign Countries,Employment Qualifications,Educational Quality,Labor Market,Adult Education,Apprenticeships,Competence,Occupations,Academic Degrees,Geographic Location,Participation,Employment,Postsecondary Education,College Students,Students with Disabilities,Student Needs,Older Adults,Volunteers,Job Skills,Continuing Education,Job Training,Models,Outcomes of Education,Conferences (Gatherings),Access to Education

&quot;Research Messages 2013&quot; provides a summary of the research published in 2015 by the National Centre for Vocational Education Research (NCVER). The research published in 2015 covered a wide variety of the themes, reflecting the relevance of the VET sector to the Australian economy and its increasingly important role in the higher education sector. Work produced can be broadly categorised into two streams: qualifications and participation. NCVER's research in the category of qualifications covered: (1) international approaches and systems; (2) qualifications, education and the labour market; and (3) the delivery and completion of qualifications. NCVER's research in the category of participation covered: (1) disadvantaged or disabled individuals and those in regional locations; (2) older workers, volunteers and established workers; and (3) the effects of policy on participation. [For the previous year, &quot;Research Messages 2014,&quot; see ED561391.]
Research Messages 2018
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2019-00-00
Type: Collected Works - General
Subjects: Vocational Education,Educational Research,Job Training,Job Skills,Barriers,Employment Qualifications,Foreign Countries,Educational Policy,Data Use,Academic Persistence,Labor Market,Labor Needs,Internet,Individual Characteristics,Accreditation (Institutions),Student Experience,Postsecondary Education,Occupations,Educationally Disadvantaged,Industry,Conferences (Gatherings)

&quot;Research Messages 2018&quot; highlights the varied nature of the research activities undertaken by the National Centre for Vocational Education Research (NCVER) in the past year. Research published during 2018 encompasses a range of themes and topics categorised according to three broad areas: (1) structures and systems for skilling and learning; (2) the impact of vocational education and training; and (3) teaching and learning. [For the previous year, &quot;Research Messages 2017,&quot; see ED580943.]
Research Messages 2019
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2020-00-00
Type: Collected Works - General
Subjects: Vocational Education,Educational Research,Job Training,Job Skills,Foreign Countries,School Role,Graduation Rate,Employment Qualifications,Secondary Education,Information Technology,Career Pathways,Online Courses,Postsecondary Education,Conferences (Gatherings)

&quot;Research Messages 2019&quot; highlights the research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). Research published during 2019 encompasses a range of themes and topics categorised according to three broad areas: (1) structures and systems for skilling and learning; (2) the impact of vocational education and training; and (3) teaching and learning. [For the previous year, &quot;Research Messages 2018,&quot; see ED620531.]
Research Messages 2020
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2021-00-00
Type: Collected Works - General
Subjects: Vocational Education,Educational Research,Foreign Countries,Job Skills,Job Training,Program Effectiveness,Apprenticeships,Incentives,Employers,Employment Qualifications,Outcomes of Education,Work Experience Programs,Prior Learning,Continuing Education,Secondary School Students,Employment,Technological Literacy,Educational Technology,Higher Education

&quot;Research Messages 2020&quot; highlights the diverse range of research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). Research published during 2019 encompasses a range of themes and topics categorised according to three broad areas: (1) structures and systems for skilling and learning; (2) teaching and learning; and (3) the impact of vocational education and training. [For the previous year, &quot;Research Messages 2019,&quot; see ED620532.]
Research Messages 2021
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2022-00-00
Type: Collected Works - General
Subjects: Vocational Education,Educational Research,Foreign Countries,Job Training,Job Skills,COVID-19,Pandemics,Learner Engagement,Industry,Innovation,Online Courses,Community Education,Educational Quality,Expertise,Higher Education,Test Validity,Evaluation,Equal Education,Employment Qualifications,Delivery Systems,Secondary Education,Governance,Models,Incidence,Work Experience Programs,Apprenticeships,Employers

&quot;Research Messages 2021&quot; highlights the diverse range of research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). In 2021, research was shaped both by the VET (vocational education and training) reform agenda, and issues emerging from the pandemic. The 2021 national VET research agenda was overseen by the Australian and State and Territory governments and informed NCVER's research focus and the types of investigations that are priorities for the nation. Research published during the year encompassed a range of themes and topics categorised under four broad areas.: (1) COVID-19 pandemic; (2) VET delivery and practice; (3) VET student engagement and outcomes; and (4) industry and VET. [For the previous year, &quot;Research Messages 2020,&quot; see ED620533.]
Public Schooling in America: Measuring Each State&apos;s Commitment to Democratically Governed Schools
Author: Burris, Carol
Date: 2022-04-00
Type: Reports - Research
Subjects: Democracy,School Choice,Governance,Public Schools,Educational Vouchers,Charter Schools,Privatization,Equal Education,Accountability,Civil Rights,State Legislation,Elementary Secondary Education,Educational Quality,Student Rights,Educational Finance,Money Management,Tax Credits,Scholarships

In 2018, the Network for Public Education and the Schott Foundation issued a report entitled &quot;Grading the States.&quot; That report examined America's commitment to democracy by grading each state and the District of Columbia on the number of publicly-funded but privately-governed educational &quot;choice&quot; programs it had and whether those programs had sufficient safeguards to protect students' well-being and civil rights. Since then, the march to privatize one of our country's most precious institutions--our public schools--has continued. Indeed, it has intensified. The first step in stopping the privatization movement is to understand it. This report takes up where the 2018 report left off. Not only does this report grade the states based on their willingness to commit exclusively or primarily to democratically governed public schools open to all, but their willingness to put sufficient guardrails and limits on publicly-funded alternatives to ensure that taxpayers, students, and families are protected from discrimination, corruption and fraud in the programs they have. [For &quot;Grading the States: A Report Card on Our Nation's Commitment to Public Schools,&quot; see ED612891.]
International Onshore VET Qualification Completer Outcomes 2021. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Foreign Students,Qualifications,Outcomes of Education,Student Surveys,Employment Patterns,Job Skills,Barriers

This publication provides a summary of the outcomes of international students who completed a nationally recognised vocational education and training (VET) qualification in Australia during 2020 using data collected in mid-2021. These students were surveyed as an additional component to the 2021 National Student Outcomes Survey. Information is presented on international onshore VET qualification completers' reasons for training and their employment outcomes, their satisfaction with training and further study outcomes. Overall, 14,574 international onshore VET qualification completers responded to the survey. [For the 2020 report, see ED613018.]
2018-19 Publicly Reported Assessment Results for Students with Disabilities and English Learners with Disabilities. NCEO Report 428
Author: Albus, Deb A.
Date: 2021-12-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Students with Disabilities,Student Evaluation,Grade 4,Grade 8,High School Students,Achievement Gap,English Language Learners,Academic Accommodations (Disabilities),Individualized Education Programs,Reading Achievement,Mathematics Achievement,Testing Accommodations,Alternative Assessment,Science Achievement,Language Proficiency,Data Collection,Data Analysis,Geographic Location,Student Participation,Educational Legislation,Federal Legislation,Elementary School Students,Middle School Students

This is the 22nd report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2018-19 assessment data for students with disabilities &quot;to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,&quot; as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English learners (ELs) with disabilities and examines public reporting of accommodations. [For the 2017-18 report, see ED613027.]
Refining an Assessment Tool to Optimize Gender Equity in Professional STEM Societies. WCER Working Paper No. 2021-7
Author: Peters, Jan W.
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Evaluation Methods,Sex Fairness,STEM Education,Professional Associations,Equal Education,Inclusion,Diversity,Organizational Change,Benchmarking,Governance,Leadership,Group Membership,Conferences (Gatherings),Professional Development,Social Capital,College Students,Awards,Marketing,Outreach Programs,Employment,Advocacy,Publishing Industry

Professional societies (ProSs) are instrumental in shaping science, technology, engineering, and mathematics (STEM) cultural norms. Existing legacy structures designed to serve majority groups and constructed in service of dominant norms and values present a clear obstacle to attracting, retaining, and serving minoritized STEM professionals, such as women, particularly women with additional intersecting marginalized statuses (Solebello et al., 2016). In this perspective article, we in the Amplifying the Alliance to Catalyze Change for Equity in STEM Success project, known as ACCESS+, explain our development of an adapted diversity, equity, and inclusion assessment tool. ACCESS+ is an NSF ADVANCE Partnership that is adapting a pre-existing tool known as the Diversity and Inclusion Progression Framework, which was developed in the United Kingdom jointly by the Royal Academy of Engineering and the Science Council (2021). As with the original version, the purpose of the U.S. adaptation--the Equity Environmental Scanning Tool, or EEST--is to provide STEM ProSs with a way to benchmark their diversity, equity, and inclusion efforts, discern areas of organizational strength, and identify foci for organizational remediation. In this piece, we share background information for EEST refinement, including content adaptations and structural changes.
A Summary of the Research on the Effects of K-12 Test Accommodations: 2019. NCEO Report 433
Author: Rogers, Christopher M.
Date: 2022-05-00
Type: Information Analyses
Subjects: Elementary Secondary Education,Testing Accommodations,Educational Research,Students with Disabilities,Standardized Tests,Academic Accommodations (Disabilities),Mathematics Tests,Science Tests,Reading Tests,Writing Tests,Language Arts,Social Studies,Student Evaluation,Thinking Skills

This report provides an update on the state of the research on testing accommodations. Previous reports by the National Center on Educational Outcomes (NCEO) have covered research published since 1999. In this report, we summarize the research published in 2019. During 2019, 11 research studies were published on the topic of testing accommodations in the U.S. elementary and secondary education system. [For the 2018 report, see ED613024.]
An Updated State Guide to Universally Designed Assessments. NCEO Report 431
Author: Lazarus, Sheryl S.
Date: 2022-02-00
Type: Guides - General
Subjects: Alternative Assessment,Educational Assessment,Test Construction,Summative Evaluation,Reading Tests,Language Arts,Mathematics Tests,Science Tests,Academic Achievement,Academic Standards,Language Proficiency,Test Items,Usability,Readability,Test Bias,Accessibility (for Disabled),Compliance (Legal),Testing Accommodations

This &quot;Guide&quot; is an update to the State Guide to Universally Designed Assessments produced by the National Center on Educational Outcomes (NCEO) in 2006 (Johnstone et al.). It provides a brief overview of what a universally designed assessment is, followed by a set of steps for states to consider when designing and developing, or revising, their summative assessments. The focus of this &quot;Guide&quot; is states' summative assessments--general content assessments of reading/language arts, mathematics, science, and other content; alternate assessments based on alternate academic achievement standards (AA-AAAS); English language proficiency (ELP) assessments; and alternate-ELP assessments. The purpose of this &quot;Guide&quot; is to provide states with strategies for designing tests from the very beginning. The objective is to create tests that present an accurate measure of the knowledge and skills of diverse student populations.