ethanporcaro/eric-fulltext-meta huggingface dataset:
FY 2015 Adult Education and Family Literacy: Report to the Governor and General Assembly. A Summary of Programs and Activities during the Fiscal Year July 1, 2014 through June 30, 2015
Author: Illinois Community College Board
Date: 2016-02-27
Type: Reports - Descriptive
Subjects: Adult Education,Family Literacy,Community Colleges,Federal Legislation,Labor Force Development,Governing Boards,Basic Skills,High School Equivalency Programs,Language Skills,Skill Development,Job Skills,Career Development,Semiskilled Workers,State Programs,Educational Attainment,Federal Aid,State Aid,English Language Learners,English (Second Language),Partnerships in Education,Strategic Planning

The Illinois Community College Board (ICCB) continues to build and expand opportunities for adult education students to transition into college and the workforce. Through the Workforce Innovation and Opportunity Act (WIOA), the ICCB will better align services with the core partners to assist students in accessing career pathway instructional and supportive services. The adult education system provides basic skills instruction to prepare individuals to take the high school equivalency exam, improve English language skills, as well as prepare them to fill the jobs of today and tomorrow. The development of career pathways is one way to assist students to obtain or improve their employment options and to successfully enroll and complete postsecondary education. Bridge and Integrated Education and Training (IET) Programs are models of instructional delivery designed for many low-skilled adults to achieve the level of education needed to ensure success. Through a diverse provider network, the ICCB will continue to work collaboratively toward fulfilling the requirements of WIOA, and the goals of the Adult Education Strategic Plan while building on past successes, experiences, and best practices. This report summarizes programs and activities during the fiscal year (FY) July 1, 2014 through June 30, 2015. It cites statistics showing that there is a critical need for adult education in Illinois, observing that almost 1.2 million of Illinois' 10.1 million adults have less than 12 grades of formal education. The report discusses workforce preparation and adult education successes. The diversity of providers is listed by count. A breakdown of federal and state funding in FY 2015 is listed and the state reimbursement rates for adult education are presented. Program approval and selection, stakeholder collaboration, and future initiatives are discussed.
Kentucky Teacher Leadership Framework
Author: Kentucky Department of Education
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Capacity Building,Classroom Techniques,Coaching (Performance),Role Models,Teacher Role,Teacher Influence,Professional Identity,Student Development,Beliefs,Skill Development

The mission of teacher leadership is to elevate teachers as experts and leaders in and beyond the classroom. This framework contains six spheres or dimensions, each describing a set of dispositions, core beliefs, knowledge base, requisite skills and unique roles for teacher leaders. While the spheres are interrelated, with each one broadening the stage for teacher leadership, it is not expected that individual teachers will fulfill every role. Rather, these six spheres suggest multiple roles for teacher leaders. Dispositions are enriched as teacher leaders work within the various spheres. In this report, the following six framework spheres are presented: (1) Leading from the Classroom: developing capacities of students and self; (2) Leading through Modeling and Coaching: developing capacities of peers; (3) Leading Groups and Teams: contributing to positive school change to enhance student learning; (4) Leading to Increase Teacher Voice and Influence: working to enlarge teachers' role in decision-making beyond the classroom and in concert with other stakeholders; (5) Leading to Professionalize Teaching: reforming educational systems to create greater opportunities for teachers to learn and lead beyond the local level; and (6) Leading to Connect to the Larger Community or World: expanding the world of the classroom beyond the school.
2015 Innovation Report
Author: Colorado Department of Education
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Annual Reports,Educational Improvement,Student Development,Outcomes of Education,School District Autonomy,Educational Planning,Educational Policy,Profiles,School Statistics,Program Implementation,State Legislation,Educational Practices,Achievement Rating

The Innovation Schools Act of 2008, (§ 22-32.5-102, C.R.S. et.seq) was created in response to district and school leaders' interest in finding a way for districts to develop and implement innovative practices in a wide variety of areas for the purpose of improving student outcomes. The Act provides a formal process that allows schools to petition their local school boards for waivers from district-level policies and for school boards to petition to the Colorado State Board of Education for waivers from certain state-level laws and regulations that would otherwise apply to the schools and their districts. The Act furthers the belief that educational services must be tailored to meet the needs of the student populations it intends to serve. It also supports the belief that by providing flexibilities to school personnel, such as principals and teachers, they can determine the most effective and efficient manner in which to meet their students' needs, (§22-32.5.102, C.R.S., Legislative Declaration). In compliance with the reporting requirements provided in §22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared this report. This annual report draws from multiple sources including: (1) The CDE website; (2) CDE's &quot;2013 Annual Innovation Report&quot; released March 2013; and (3) The handbook, &quot;Options for Autonomous Schools in Colorado: A Handbook for School and District Leaders&quot; released in 2009. This handbook was a result of conversations among multiple education reform and business organizations interested in encouraging the development of autonomous schools in Colorado. Appendices include: (1) Required Components of an Innovation Plan; (2) Waivers Requested by Innovation School; and (3) Students Scoring Proficient of Advance in Innovation Schools.
Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy: Report and Recommendations
Author: California Community Colleges, Chancellor's Office
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Vocational Education,Student Personnel Services,Data,College Curriculum,College Faculty,Vocational Education Teachers,Financial Support,Educational Finance,Labor Force Development,Regional Cooperation

Employers currently struggle to find workers who possess the necessary skills to fill job openings, and this skills gap is projected to grow. By 2025, 30 percent of all job openings in California--or a total of 1.9 million jobs--will require some form of postsecondary education short of a four-year degree. California's education pipeline is not keeping pace with the higher levels of skills and education required by employers and must significantly increase the number of individuals with industry-valued, middle-skill degrees, certificates and credentials. California's community colleges have a strong career technical education mission and, with added emphasis and prioritization, are well positioned to close this impending skills gap. The California Community Colleges Board of Governors launched the Task Force on Workforce, Job Creation and a Strong Economy (Strong Workforce Task Force) to address the projected shortfall in middle-skill workers. The task force, comprised of both internal and external stakeholders, was convened to recommend a series of policies and practices to increase the production of industry-valued degrees and credentials. This report details 25 recommendations to build upon current college efforts and address barriers to enhancing the capacity of California Community Colleges to prepare students for high-value jobs in regions throughout the state. The recommendations are the culmination of extensive input from more than 1,200 stakeholders during a nine-month period to identify actions that can be taken to provide policy guidance, regulatory review, and legislative and budgetary actions with the goal of increasing the number of students obtaining career technical education degrees and certificates--crucial for closing California's skills gap. Appendices include: (1) Task Force Membership; (2) Summary of Regional College Conversations; (3) Summary of Strong Workforce Town Halls; (4) Issue Statements; (5) Task Force Background Papers; and (6) Suggested Reading List.
2016 Legislative Report on the Postsecondary Progress and Success of High School Graduates
Author: Colorado Department of Higher Education
Date: 2016-03-04
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Postsecondary Education,Enrollment,College Freshmen,Academic Persistence,Educational Attainment,Ethnicity,Sex,In State Students,Out of State Students,Student Financial Aid,Grade Point Average,College Credits,School Holding Power

Pursuant to statute (23-1-113 [9] C.R.S), the Colorado Department of Higher Education (CDHE) is required to submit a report concerning the postsecondary academic progress and success of the preceding six high school graduating classes. This report covers the high school graduating classes of 2009, 2010, 2011, 2012, 2013 and 2014. This report has been submitted to the Education Committees of the Senate and House of Representatives and to the State Board of Education. This report, the fifth of its kind, consists of four parts: (1) Postsecondary enrollment trends, including information on in-state and out-of-state enrollment and institution type, disaggregated by ethnicity and gender; (2) Information on first-year college students in Colorado, including financial aid status, average grade point average, credit accumulation and degree level, disaggregated by ethnicity and gender; (3) First and second year retention rates; and (4) Information on postsecondary credential attainment. Appended are: (1) District-Level Statistics; and (2) Technical Information.
2016 Innovation Report
Author: Colorado Department of Education
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Educational Innovation,State Legislation,Educational Legislation,Boards of Education,School Districts,Local Government,Board of Education Policy,State School District Relationship,Barriers,Compliance (Legal),Annual Reports,School District Autonomy,Academic Achievement,Reading Achievement,Writing Achievement,Mathematics Achievement,School Statistics

The Innovation Schools Act of 2008, (§ 22-32.5-102, C.R.S. et.seq) was created in response to district and school leaders' interest in finding a way for districts to develop and implement innovative practices in a wide variety of areas for the purpose of improving student outcomes. The Act provides a formal process that allows schools to petition their local school boards for waivers from district-level policies and for school boards to petition to the Colorado State Board of Education for waivers from certain state-level laws and regulations that would otherwise apply to the schools and their districts. The Act furthers the belief that educational services must be tailored to meet the needs of the student populations it intends to serve. It also supports the belief that by providing flexibilities to school personnel, such as principals and teachers, they can determine the most effective and efficient manner in which to meet their students' needs, (§22-32.5.102, C.R.S., Legislative Declaration). A major purpose of innovation status is to break down policy barriers in order to implement innovative practices to increase student outcomes. Innovation status requires schools and districts to create a vision around the autonomies they are seeking, as well as gain support from a variety of stakeholders, including teachers, administrators and School Accountability Committee members, before receiving approval. The innovation plan requires schools to think through the processes and documents that will need to change when these innovations are implemented, as well as what common goal and vision will be made possible by receiving these flexibilities. In compliance with the reporting requirements provided in §22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared the following report. This annual report draws from multiple sources including: (1) The CDE Innovation webpage (http://www.cde.state.co.us/choice/innovationschools); (2) CDE's &quot;2015 Annual Innovation Report&quot; released March 2015; and (3) The handbook, &quot;Options for Autonomous Schools in Colorado: A Handbook for School and District Leaders&quot; released in 2009. This handbook was a result of conversations among multiple education reform and business organizations interested in encouraging the development of autonomous schools in Colorado. Appended to the report are: (1) Required Components of an Innovation Plan, (2) Innovation Schools Approved by the State Board of Education, (3) State Waivers by Innovation School, and (4) Innovation Schools Mean Scale Score Percentiles Report. [For the &quot;2015 Annual Innovation Report,&quot; see ED572282.]
Maryland Higher Education Commission Data Book 2012. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Ethnic Groups,Gender Differences,College Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic),Enrollment Trends,High School Graduates,College Faculty,Public Colleges,Private Colleges,Budgets,Tuition,Fees,Career Education,College Entrance Examinations,Scores

This document presents statistics about higher education in Maryland for 2012. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues &amp; Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2011. Creating a State of Achievement,&quot; see ED521640.]
Maryland Higher Education Commission Data Book 2013. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Ethnic Groups,Gender Differences,College Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic),Enrollment Trends,High School Graduates,College Faculty,Public Colleges,Private Colleges,Budgets,Tuition,Fees,Career Education,College Entrance Examinations,Scores

This document presents statistics about higher education in Maryland for 2013. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues &amp; Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2012. Creating a State of Achievement,&quot; see ED572289.]
Maryland Higher Education Commission Data Book 2014. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Ethnic Groups,Gender Differences,College Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic),Enrollment Trends,High School Graduates,College Faculty,Public Colleges,Private Colleges,Budgets,Tuition,Fees,Career Education,College Entrance Examinations,Scores

This document presents statistics about higher education in Maryland for 2014. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues &amp; Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2013. Creating a State of Achievement,&quot; see ED572290.]
Maryland Higher Education Commission Data Book 2015. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Ethnic Groups,Gender Differences,College Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic),Enrollment Trends,High School Graduates,College Faculty,Public Colleges,Private Colleges,Budgets,Tuition,Fees,Career Education,College Entrance Examinations,Scores

This document presents statistics about higher education in Maryland for 2015. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues &amp; Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2014. Creating a State of Achievement,&quot; see ED572291.]
Maryland Higher Education Commission Data Book 2016. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Distance Education,Academic Persistence,School Holding Power,Graduation Rate,Outcomes of Education,Income,Expenditures,Student Financial Aid,Educational Indicators,School Statistics,Vocational Education,Remedial Instruction,Racial Differences,Ethnic Groups,Gender Differences,College Students,Community Colleges,Academic Degrees,Teacher Characteristics,Student Characteristics,Tables (Data),College Transfer Students,Transfer Rates (College),Two Year College Students,Comparative Analysis,Student Costs,Grades (Scholastic),Enrollment Trends,High School Graduates,College Faculty,Public Colleges,Private Colleges,Budgets,Tuition,Fees,Career Education,College Entrance Examinations,Scores

This document presents statistics about higher education in Maryland for 2016. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues &amp; Expenditures; (6) Tuition and Fees; (7) Financial Aid, and (8) Private Career Schools. [For &quot;Maryland Higher Education Commission Data Book 2015. Creating a State of Achievement,&quot; see ED572292.]
Reforming Student Financial Aid to Increase College Completion: Early Progress Resulting from Indiana House Enrolled Act 1348 (January 2015)
Author: Indiana Commission for Higher Education
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Graduation,Low Income Groups,Time to Degree,College Credits,Incentives,State Legislation,Higher Education,Intervention,Academic Advising,Student Personnel Services,Progress Monitoring,Change Strategies,Program Effectiveness,Cost Effectiveness,Student Records,College Students

It is too early to predict the long-term impact of Indiana's recent financial aid reforms. However, given the remarkable progress achieved after only one year, an encouraging picture is emerging that foreshadows significant future improvement as further awareness and intervention efforts take hold. Indiana is a national leader in providing low-income students with financial support for college, however, they faced a challenge. The resulting gains in college access, were not been matched with gains in college completion. One culprit was timing: students are limited to four years of financial aid, but graduating in four years is the exception, not the rule. Students facing an unfunded fifth or sixth year of college are likely to borrow more or drop out without a degree, an unfortunate outcome that offers few options and limited employment opportunities. To avoid this fate, students must complete enough credits--at least 30 per year--to graduate before their four years of state financial support run out. In 2013, a solutions was offered-- Indiana lawmakers sent a clear signal that encouraged on-time college completion through student financial aid incentives and annual credit completion expectations. The law's key provision required students to complete at least 30 credits each calendar year in order to renew their aid for the following year at the same level. The response following the legislation's passage, was immediate, Indiana Commission for Higher Education and its postsecondary partners began implementing aggressive new measures to notify students of the importance of on-time completion, provide additional academic advising and resources, monitor student progress and offer new sources of funding to help students reach the critical 30-credit benchmark. Student performance showed marked improvement during the law's first year. These results are even more remarkable given the initial challenges in ensuring student awareness. This report distills five key lessons learned from implementation of the financial aid challenge. An appendix contains the text of the resolution encouraging use of banded tuition as a strategy for student success and completion, a description of the college credit completion requirements for 21st century scholars, and a section about the contributors.