ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Aid for Workforce Development. 50-State Comparison: State Policy Models for Connecting Education to Work
Author: Pechota, Damion
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: State Policy,Models,Education Work Relationship,Comparative Analysis,Labor Force Development,State Aid,State Programs,Postsecondary Education,Enrollment,Scholarship Funds,Grants,Federal Legislation,Labor Legislation

While financial aid programs exist to support enrollment in specific career fields in many states, Education Commission of the States examined only those programs that appeared in state statute and used explicit language that signaled an intent to support workforce development in high-demand fields via postsecondary credential attainment. High-demand fields vary from state to state, but there is often a common thread in classifying high-demand fields; they contain language about workforce shortages or state-identified labor priorities. This 50-State Comparison includes only programs that made clear that the recipient of funds would be a student, rather than a postsecondary institution or employer. Further, only programs that provided funds that the student would not be required to pay back are included in this list. Many additional financial incentives are available to support workforce development, such as those that may elect to pass funds through a postsecondary institution to a student or those that offer to pay back loans based on an individual's employment in a high-demand field. For the purposes of this 50-State Comparison, Education Commission of the States did not review those types of programs. [View the full &quot;50-State Comparison: State Policy Models for Connecting Education to Work&quot; (https://www.ecs.org/50-state-comparison-state-policy-models-for-connecting-education-to-work/).]
Career Pathways System. 50-State Comparison: State Policy Models for Connecting Education to Work
Author: Pechota, Damion
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: State Policy,Models,Education Work Relationship,Comparative Analysis,Labor Force Development,Federal Legislation,Labor Legislation,Career Education,Elementary Secondary Education,Postsecondary Education,State Agencies,State Programs,Statewide Planning

A career pathway system is made up of multiple programs that span educational institutions, workforce entities and support service partners. These systems are oriented around a shared understanding of the needs of industries. Career pathway systems are one of many policy models states use to help connect education and workforce in the K-12, postsecondary, and workforce governance systems. Administration of pathway systems varies across states, from single agency oversight -- such as the K-12 system -- to combined oversight models that are administered by K-12, postsecondary and workforce agencies. This report provides information regarding which agency is the primary coordinator of each state's career pathway systems. [View the full &quot;50-State Comparison: State Policy Models for Connecting Education to Work&quot; (https://www.ecs.org/50-state-comparison-state-policy-models-for-connecting-education-to-work/).]
Enneagram and Parenting as Antecedent on Achievement Goals and Self-Regulated Learning
Author: Wong, Sze Wing
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Personality Traits,Classification,Parenting Styles,Academic Achievement,Goal Orientation,Self Management,Social Development,Learning Strategies,College Students,Foreign Countries

To explore the mediating effects of academic achievement goal and social achievement goal between both enneagram and parenting style with learning strategies, an empirical study was conducted using cross-sectional self-constructed survey. 214 Hong Kong college students were employed in convenient sampling. Path analyses and structural equation modeling were used. Results showed that both enneagram types (thinking, feeling and doing) and parenting style (permissive, authoritarian, authoritative) significantly predicted academic goal and social achievement goal while both goals subsequently predicted the use of self-regulated learning strategies. Four structural equation modelling were correspondingly established. The results showed that parenting style positively predicted academic goal (mastery, performance approach, performance avoidant) and social achievement goals (development, demonstration approach, demonstration avoidant) that positively predicted SRL. While enneagram as the antecedents to predict SRL, feeling triad together with thinking triad positively predicted the social achievement goals, and hence subsequently positively predicted SRL. Alternatively, feeling triad can only predict SRL with academic achievement as the only mediator. Positive parenting style (permissive and authoritative) are beneficial in both academic and social achievement goal which influence learning strategies (memory, self-appraisals, responsibility and organization), while academic achievement goal is a stronger effective predictor than social achievement goal in affecting SRL. On the other hand, for enneagram triads are highly correlated with social achievement goals than academic goals.
Restorative Justice in U.S. Schools: A Research Review
Author: Fronius, Trevor
Date: 2016-02-00
Type: Information Analyses
Subjects: Research Reports,Educational Environment,School Culture,School Safety,Juvenile Justice,Financial Support,Sustainability,Bullying,Race,Discipline,Attendance,Outcomes of Education,Conflict Resolution,School Policy,Disproportionate Representation,Elementary Schools,Secondary Schools,Children,Adolescents,Behavior Problems,Punishment,Justice

This report provides a comprehensive review of the literature on restorative justice in U.S. schools. The review captures key issues, describes models of restorative justice, and summarizes results from studies conducted in the field. The review was conducted on research reports and other relevant literature published, or made publicly available, between 1999 and mid-2014 and was guided by the following questions: (1) What are the origins and theory underlying U.S. schools' interest in restorative justice?; (2) How does the literature describe restorative justice programs or approaches in U.S. schools?; (3) What issues have been identified as important to consider for implementing restorative justice in the schools?; and (4) What does the empirical research say about the impact of restorative justice in the schools? In the literature reviewed for this report, restorative justice is generally portrayed as a promising approach to address school climate, culture, and safety. Although the community of support for its implementation has grown exponentially over the past several years, more research is needed. Several rigorous trials underway will perhaps provide the evidence necessary to make stronger claims about the impact of restorative justice, and the field will benefit greatly as those results become available over the next several years. [For an updated version of this research review, see ED595733.]
Making Middle School Science Whole: Transitioning to an Integrated Approach to Science Instruction. Evaluation Report #5
Author: Iveland, Ashley
Date: 2018-10-00
Type: Reports - Research
Subjects: Science Instruction,Middle School Students,Secondary School Science,Models,Interdisciplinary Approach,Teacher Attitudes,Administrator Attitudes,Grade 6,Grade 7,Grade 8,Program Effectiveness,State Standards,School Districts,Program Implementation,Barriers,Cooperation

The Next Generation Science Standards (NGSS) advocate an integrated model of science instruction for middle schools in which the science disciplines are connected rather than separate. This model, used by other countries that are consistently successful in science, has several key benefits, including enhanced student learning and better preparation for the new California Science Test (CAST). The California Board of Education voted in 2013 to make integrated science the state's &quot;preferred&quot; model. The K-8 NGSS Early Implementers Initiative was designed to support middle school science teachers and their administrators in integrating the sciences. From the start of the Initiative, all participating districts adopted the state's integrated science model. This fifth Early Implementer evaluation report examines how schools and districts in the Initiative are negotiating the transition to the integrated science model. The report draws on substantial data collected from teachers, administrators, and Initiative leaders through surveys, interviews, and classroom observations. This report also provides two detailed examples of integrated instruction through vignettes of classroom observations conducted in grades 6 and 8.
Prekindergarten Education Program: Academic Performance Comparison of Head Start Programs, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-09-09
Type: Reports - Research
Subjects: Preschool Education,Kindergarten,Preschool Curriculum,Program Effectiveness,Academic Achievement,Language Arts,Mathematics Achievement,Student Characteristics,Enrollment Trends,Reading Achievement,Racial Differences,Ethnicity,Socioeconomic Influences,Gender Differences,Special Education,Limited English Speaking,Early Intervention,Social Development,Emotional Development,Low Income Students,School Readiness,Access to Health Care

The goal of Head Start is to develop the cognitive and social-emotional skills of children from low-income families to prepare them to succeed in kindergarten and beyond. Presently, Houston Independent School District (HISD) collaborates with four federally-funded Head Start agencies: AVANCE, Gulf Coast Community Services Association (GCCSA), Harris County Department of Education (HCDE), and Neighborhood Centers, Inc. (NCI). The purpose of this evaluation was to examine the effect of the Head Start programs on students' academic performance using the 2014-2015 kindergarten IOWA Achievement Test (IOWA) and Logramos 3rd edition English Language Arts (ELA) and mathematics subtests. The most notable findings of this evaluation were: (1) the performance of students who were dually-enrolled in HISD and one of the four Head Start programs outperformed students who were enrolled in standalone programs on the 2014-2015 kindergarten Logramos ELA and mathematics subtests, but their performance on the 2014-2015 kindergarten IOWA ELA and mathematics subtests were comparable; and (2) there was little variation between Head Start programs on the 2014-2015 kindergarten ELA and mathematics subtests.
Glocal Education in Practice: Teaching, Researching, and Citizenship. BCES Conference Books, Volume 17
Author: Popov, Nikolay, Ed.
Date: 2019-00-00
Type: Books
Subjects: Global Approach,Citizenship Education,Comparative Education,International Education,Educational Theories,Educational Philosophy,Postmodernism,Second Language Learning,Undergraduate Students,Distance Education,Educational Technology,Foreign Countries,Governance,Teacher Attitudes,Asians,Ideology,Foreign Policy,Educational Innovation,Bullying,Teaching Conditions,Educational Change,Mathematics Education,Government Role,Early Childhood Education,Leadership Training,Unions,Teacher Education Programs,Higher Education,College Students,English (Second Language),Second Language Instruction,Language Teachers,Inclusion,Engineering Education,Competence,Educational Policy,Laws,College Admission,Academic Freedom,Civil Rights,Access to Education,Teacher Role,Faculty Development,Culturally Relevant Education,Student Diversity,Information Technology,Technological Literacy,Secondary School Students,Gender Differences,Teacher Effectiveness,Teacher Competencies,Educational History,Religion

This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is &quot;Glocal Education in Practice: Teaching, Researching, and Citizenship.&quot; Some selected papers submitted to the pre-conference International Symposium on &quot;30 Years since the Fall of the Berlin Wall&quot; are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education &amp; History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices &amp; Entrepreneurship; (4) Higher Education &amp; Teacher Education and Training; (5) Law and Education; (6) Research Education &amp; Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]
Engaged and Learning Science: How Students Benefit from Next Generation Science Standards Teaching. Evaluation Report #6
Author: Tyler, Burr
Date: 2018-11-00
Type: Reports - Research
Subjects: Academic Standards,Science Instruction,Hands on Science,Relevance (Education),Student Participation,School Districts,Student Diversity,Elementary School Students,Middle School Students,Self Esteem,Grade 4,Science Interests,Learner Engagement,Alignment (Education),Student Attitudes,Teacher Attitudes,Administrator Attitudes

The Next Generation Science Standards (NGSS) impact students in substantive ways. These standards move beyond textbooks to emphasize hands-on inquiry focused on real-world phenomena -- making students, rather than teachers, the primary actors in the NGSS science classroom. The six-year NGSS Early Implementers Initiative has supported a group of California school districts in implementing the NGSS. This evaluation report -- intended for school, state, and district leaders -- describes how a diverse population of students are benefiting from their districts' participation in this Initiative. The evaluation's findings show that these diverse students are: (1) More excited about and engaged in science; (2) Experiencing more inclusive participation; and (3) Showing evidence of higher-level learning. The report discusses the results of whole-class surveys administered to students in the K-2, 3-5, and 6-8 grade spans, which suggest that not only are the Initiative's Teacher Leaders providing teaching aligned to the NGSS, but they are also fostering student confidence and promoting stronger interest in science. The report also presents an extended vignette of a 4th grade lesson to illustrate the student experiences and benefits that occur in NGSS instruction. The conclusion of the report provides recommendations for administrators to support their teachers in enhancing student engagement and learning.
The Boston Opportunity Agenda: Second Annual Report Card
Author: Boston Foundation
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Kindergarten,School Readiness,Reading Fluency,Elementary Secondary Education,Postsecondary Education,Graduation,High School Graduates,College Graduates,Program Effectiveness,Graduation Rate,Public Schools,Educational Attainment,Elementary School Students,School Choice,Career Readiness,Access to Education,Emergent Literacy,Reading Tests

This &quot;Second Annual Report Card&quot; looks at improvements in the cradle-to-career educational pipeline, the areas where Boston has made modest progress but still has a great deal of work to do, and the places where observers have failed to see the gains that are needed to ensure that Boston is a city of opportunity for all. This report card is designed to aid in that process of reflection. By continuing to focus on key indicators--readiness for kindergarten, reading proficiency in 3rd grade, graduation from high school and college--this report card prompts community leaders and program providers alike to take a step back and evaluate Boston's educational programs in terms of their collective impact. This report finds that Boston has made significant progress on increasing the number of students passing the Massachusetts Comprehensive Assessment System (MCAS) in 10th grade with proficiency, the four-year graduation rate and the number of Boston Public Schools graduates completing college. The changes are significant and reflect the new and innovative ways that Boston Public Schools (BPS) and community organizations are engaging students and delivering educational content. [The Boston Indicators Project and the Boston Public Schools Department of Research, Assessment and Evaluation assisted in analyzing and reporting on the metrics in this report.]
Information on the Rights of All Children to Enroll in School: Questions and Answers for States, School Districts and Parents
Author: US Department of Justice (DOJ), Civil Rights Division
Date: 2014-05-08
Type: Reports - Descriptive
Subjects: Childrens Rights,Student Rights,Enrollment,School Districts,Legal Responsibility,School Policy,State Policy,Elementary Secondary Education,Racial Discrimination,Immigrants,Inclusion,Citizenship,Residence Requirements,Homeless People,Federal Legislation,State Legislation,Documentation,Data Collection,Privacy,Student Records,Limited English Speaking,Civil Rights Legislation,Access to Education,Equal Education,Educational Legislation,School Responsibility

These Questions and Answers are intended to assist states and school districts in meeting their legal obligations to ensure that their enrollment policies and practices at the elementary and secondary school levels do not discriminate on the basis of race, color, or national origin, and do not bar or discourage students' enrollment in elementary and secondary school based on their or their parents' actual or perceived immigration status. The U.S. Departments of Education and Justice encourage states and districts to proactively implement supportive enrollment policies and practices that create a welcoming and inclusive environment for all students. [This Questions and Answers document accompanied the &quot;Dear Colleague&quot; letter on the Rights of All Children to Enroll in School, issued by the U.S. Departments of Education and Justice on May 6, 2011. For this document, see ED595953.]
Prekindergarten Education Program: A Performance Comparison of the Early Childhood Centers and School-Based Programs, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-10-05
Type: Reports - Research
Subjects: Preschool Education,Kindergarten,Preschool Curriculum,Program Effectiveness,Academic Achievement,Language Arts,Mathematics Achievement,Student Characteristics,Enrollment Trends,Reading Achievement,Racial Differences,Ethnicity,Socioeconomic Influences,Gender Differences,Special Education,Limited English Speaking,Early Intervention,Social Development,Emotional Development,Low Income Students,School Readiness

Houston Independent School District (HISD) has provided prekindergarten classes for Houston area four-year old students since the 1985-1986 academic year. The focus of the program is on lifelong learning to enhance the physical, emotional, and social well-being of the whole child and provide the foundational skills required for career and college readiness. There are two main HISD prekindergarten program models: Early Childhood Centers and school-based programs. The vision of the HISD Early Childhood Centers initiative is to serve as a model for the district by providing a comprehensive state-of-the-art preschool program. The primary focus of the program is to develop academic readiness and to meet the developmental needs of preschool-age children. The district's Rebuild HISD Construction and Renovation Program included plans for a number of Early Childhood Centers that would become beacons for the community schools. Currently, there are five Early Childhood Centers, which only provide prekindergarten education to students: Fonwood, Armandina Farias, Gabriela Mistral, Martin Luther King, Jr. (MLK), and Ninfa Laurenzo. The purpose of this evaluation was to compare the academic performance of students who attended one of the five Early Childhood Centers with students who attended the school-based prekindergarten programs in 2013-2014. Additionally the evaluation assessed the impact of two HISD prekindergarten class models on students' performance on the 2014-2015 IOWA and Logramos English language Arts (ELA) and mathematics subtests. Highlighted findings include: (1) Effect size indicated that there were no differences in the mean standard scores on both 2014-2015 kindergarten IOWA English Language Arts (ELA) and mathematics subtests between students who attended Early Childhood Centers and their peers in school-based programs; (2) The analysis showed the performance of Early Childhood Center students and school-based program students on both 2014-2015 kindergarten IOWA ELA and mathematics subtests were comparable in the following student groups (ethnicity, gender, limited English proficiency (LEP), and at-risk), except for non-economically disadvantaged and special education students; and (3) When compared to students in school-based programs, students who attended Early Childhood Centers performed better than their peers on the kindergarten Logramos ELA and mathematics subtests.
National College Progression Rates: For High Schools Participating in the National Student Clearinghouse StudentTracker Service [2013]. High School Benchmarks
Author: National Student Clearinghouse Research Center
Date: 2013-10-15
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Enrollment,Academic Persistence,Graduation,College Students,High Schools,Public Schools,Institutional Characteristics,Low Income Students,Minority Group Students,Urban Schools,Rural Schools

Some data on the college-going rates of high school students at the national level are available (Aud et al., 2013), and many schools and districts now have access to timely reports on the college access and persistence rates of their own graduates through the StudentTracker? service of the National Student Clearinghouse. However, high schools typically do not have a way of benchmarking their students' outcomes to those of other schools with similar proportions of low income and minority students. This report is designed to provide that comparison, so that high schools and districts can place their own StudentTracker results into context with the college access and persistence rates for schools with similar student populations, in similar locales, across the country. This report provides high school-to-college transition rates for public high school graduates. The rates are reported for students from six categories of high schools based on the school-level demographic and geographic characteristics: (1) Low income, high minority, urban; (2) Low income, low minority, urban; (3) Low income, rural; (4) Higher income, high minority, urban; (5) Higher income, low minority, urban; and (6) Higher income, rural. This report presents postsecondary outcomes for high school graduating classes from 2010 through 2012. The data on high school graduates for this report were drawn from a voluntary sample of high schools participating in the SudentTracker for High Schools service (STHS) administered by the National Student Clearinghouse (The Clearinghouse).