ethanporcaro/eric-fulltext-meta huggingface dataset:
PreK-3rd: Next Steps for State Longitudinal Data Systems. PreK-3rd Policy Action Brief. No. Eight
Author: Hernandez, Donald J.
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Access to Information,Stakeholders,Expertise,Elementary Secondary Education,Confidentiality,State Policy,Early Childhood Education,Longitudinal Studies,Educational Finance,Financial Support,Program Evaluation,Teachers,Federal Legislation

The growing movement to strengthen PreK-3rd education as an essential foundation for student success, along with the rapid expansion in public funding for PreK, has created an urgent need to measure children's educational progress, in a continuous fashion, from the beginning of PreK through Grade Three. Currently, some state governments are building longitudinal data systems that aim to: (1) Provide information on teachers and programs; (2) Identify students who would benefit from intervention and other services; (3) Evaluate programs, schools, principals, and teachers; and (4) Inform local and state policy decisions. These efforts have been implemented, in large part, with federal investments from the U.S. Department of Education's Institute of Education Sciences and the American Recovery and Reinvestment Act of 2009 (Data Quality Campaign, 2011 (a, b, &amp; c); Jennifer Cohen, 2010). Most data system development efforts, however, focus on K-12, with little or no attention paid to PreK education. It is essential that PreK data be included in state longitudinal data systems, because this is the only way in which it will be possible to analyze how the PreK experiences children have (or have not had) are related to later achievement in K-12 and beyond. Building on the work of the Data Quality Campaign (2011b), this brief recommends that the federal government convene a national advisory group, made up of policymakers, educators, researchers, and technical experts to develop guidelines that will help states create longitudinal data systems for PreK-3rd Grade. The group should help states in three key areas: (1) Fully integrating PreK data from both public and private programs into state longitudinal data systems; (2) Designing and implementing three distinct &quot;electronic gateways&quot; or &quot;portals&quot; to make appropriate levels and types of information available to a variety of stakeholders; and (3) Revising laws and regulations to maintain student confidentiality while ensuring easy and timely access to information. (Contains 2 footnotes and 50 online resources.)
Prevalence of Youth with Autism Who Received Vocational Rehabilitation Services. Data Note. Number 42
Author: Migliore, Alberto
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Rehabilitation,Autism,Rehabilitation Programs,Population Distribution,Disease Incidence,Youth Opportunities,Youth Programs,Social Services

In 2002, about six children aged eight years per every 1000 people in the general population received a diagnosis of autism spectrum disorder (ASD). The corresponding figure in 2008 was about 11 children, a 78% increase in just six years. To better understand how the increasing population of people with autism may impact adult programs, the authors examined the number of youth with autism served by state vocational rehabilitation programs in 2010. To account for the states' general population sizes, the authors reported the number of youth with autism served per 100,000 in the state general population (prevalence). As Figure 1 shows, the prevalence of youth with autism who received vocational rehabilitation services varied substantially across states and ranged from 0.4 in Mississippi, Florida, South Carolina, and Nevada to a figure 14 times larger in Vermont (5.6). Since eight-year-old children diagnosed with autism in 2008 will reach transition age in 2016, it is likely that state vocational rehabilitation programs will see substantial increases in the number of youth with autism seeking services in the coming years. Programs that have not yet experienced signs of this increase will likely do so in the next few years. (Contains 1 figure and 2 footnotes.)
Effectively Educating PreK-3rd English Language Learners (ELLs) in Montgomery County Public Schools. A FCD Case Study
Author: Marietta, Geoff
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Public Schools,English (Second Language),Second Language Learning,English Language Learners,Language Proficiency,Individualized Programs,Early Childhood Education,Case Studies,Achievement Gap,Program Effectiveness,College Readiness,County School Districts,Alignment (Education),Program Descriptions,Student Evaluation,Academic Standards,Educational Strategies,Inservice Teacher Education,Guidelines,Organizational Culture,Ancillary School Services,Preschool Curriculum,Elementary School Curriculum,Educational Policy

Despite skyrocketing growth in its English Language Learner (ELL) population, Montgomery County Public Schools (MCPS) has been remarkably effective in improving outcomes for ELL students across the district. Achievement has increased, and gaps between ELL students and their native English-speaking peers have decreased. This success is intentional. So, what can other districts learn from MCPS's work with ELL students? MCPS starts with a clear, concise, and overarching district-wide goal to raise achievement: 80 percent of students will be college-ready by 2014. This powerful goal is for all students--ELL, low-income, wealthy, and gifted. The goal drives decision-making and problem-solving throughout the district, as staff and leadership do &quot;whatever it takes&quot; to make that goal a reality, regardless of student background or language proficiency. Several points have emerged as key factors in moving toward the district's shared goal: (1) Social English is not sufficient to meet academic goals that prepare students for college and life success. ELL students need a comprehensive and aligned PreK-3rd Grade curriculum focused on developing academic English; (2) &quot;Off the shelf&quot; ELL assessments may not provide enough information to identify and support ELL students effectively. Language assessments aligned with academic content standards make it possible for teachers to meet the individualized needs of ELL students; (3) A variety of service models, including pull-out, push-in, and sheltered programs, make it possible to design individualized programs to meet the needs of ELL students; (4) Expecting all ELL instruction to be done by ELL teachers alone is insufficient. High-quality professional development in a range of formats builds the capacity of all staff and leaders to support PreK-3 rd ELL students; (5) A culture of collaboration at all levels of the district is necessary to ensure that PreK-3rd ELL students are well-supported in every school; and (6) A range of dedicated staff and services is required to support ELL families to be partners in their children's education. Appendix includes: &quot;MCPS ELL Curriculum Components (PreK-3rd)&quot;. (Contains 6 figures and 20 endnotes.)
National Child and Youth Well-Being Index (CWI), 2012
Author: Foundation for Child Development
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Health Insurance,Educational Attainment,Well Being,Crime,Child Development,Family Income,Poverty,Child Welfare,Economic Factors,Safety,Risk,Interpersonal Relationship,Social Development,Spiritual Development,Child Health,Trend Analysis,Participation,Violence,Quality of Life

Each year, the Foundation for Child Development (FCD) and the Child and Youth Well-Being Index Project at Duke University issue a comprehensive measure of how children are faring in the United States. The resultant NATIONAL Child and Youth Well-Being Index (CWI) is based on a composite of "28 Key Indicators of well-being that are grouped into seven Quality-of-Life/Well-Being Domains." These Domains are: Family Economic Well-Being, Safe/Risky Behavior, Social Relationships, Emotional/Spiritual Well-Being, Community Engagement, Educational Attainment, and Health. The CWI tracks changes in these Domains and Indicators, and in the value of the overall Index, compared to 1975 base year values. This year, for the first time ever, the CWI report focuses on the analysis of changes over the past ten years in particular, giving us an assessment of how American children fared during the first decade of the new century. The report puts this analysis in the context of the broader CWI, which shows how children's quality of life has changed over the last 36 years. Thus, this year's report includes: (1) Estimates of trends in child well-being over the past decade; (2) Calculated values of the CWI for each of the years from the base year of the Index, 1975-2009; (3) An updated estimate of the CWI for 2010; and (4) An initial estimate of the CWI for 2011. Trends in the CWI from 2001 to 2011 include: (1) Family Economic Well-Being has deteriorated; (2) Poverty is up; (3) Median family income is down; (4) Secure employment is down; (5) PreK enrollment progress has stalled; (6) Educational Attainment progress is slow; (7) Health insurance coverage has increased only slightly; (8) Health and Emotional/Spiritual Well-Being declined; (9) Risky behaviors are down; (10) Violent Crime is down; (11) Bachelor's degrees are up; and (12) Composite CWI. Appended are: (1) Twenty-Eight Key Indicators of the NATIONAL Child and Youth Well-Being Index (CWI); (2) Sources of Data for the NATIONAL CWI; (3) NATIONAL CWI Values, 1975-200929, with an Updated Estimate for 2010 and an Initial Estimate for 2011; and (4) The NATIONAL CWI: Long-Term Changes in the Domains and Key Indicators, 1975-2011. (Contains 17 figures and 31 footnotes.) [For previous report, "Child and Youth Well-Being Index (CWI), 2011," see ED542873.]
What Are the Trends in Employment Outcomes of Youth with Autism: 2006-2010? Research to Practice. Issue 53
Author: Migliore, Alberto
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,Autism,Employment Patterns,Trend Analysis,Salary Wage Differentials,Employment Services,Statistical Analysis,Accessibility (for Disabled),Employment Opportunities,State Surveys,Program Effectiveness,Participation,Youth Problems,Youth Programs

In recent years, the number of children with a diagnosis of autism has substantially increased (Baio, 2012). There is a growing interest, therefore, in knowing more about their transition to employment as they reach adulthood. To address this question, the authors examined the national and state data from the vocational rehabilitation (VR) program for the years 2006 to 2010. Focusing on people with autism who were 16 to 26 years old and unemployed, they set out to describe how many of them sought VR services, received services, and then gained integrated employment. They also looked at earnings and work hours of those employed. To provide some context, they compared the findings for youth with autism with the findings for youth with other disabilities. Moreover, they investigated the data at both the national and state level. For the state-level data, they reported the average across the five years. The purpose of this study was to improve their understanding about the transition to employment of youth with autism. They found that (a) an increasing number of youth with autism sought VR services, although their number was relatively small compared to youth with other disabilities; (b) only about half of youth with autism who exited the VR program received services, and the figure declined; (c) of the youth with autism who received services, only about half gained integrated employment, and the figure declined; (d) hourly earnings increased enough to compensate for inflation, but overall remained modest whereas work hours were low and declining; and (e) all outcomes varied considerably from state to state regardless of disability types, and with only minor influence from the states' socio-economic environments. Based on these findings, the authors recommend that attention be paid to state differences in the implementation of services, and the relationship between engagement in services and outcomes. States have much to learn from one another, especially given that employment outcomes varied substantially across states without necessarily reflecting the job seekers' types of disabilities and the states' socioeconomic environments. (Contains 3 figures.)
Child and Youth Well-Being Index (CWI), 2011
Author: Foundation for Child Development
Date: 2011-11-14
Type: Reports - Descriptive
Subjects: Educational Attainment,Well Being,Child Development,Poverty,Child Welfare,Economic Factors,Safety,At Risk Persons,Interpersonal Relationship,Social Development,Spiritual Development,Participation,Child Health,Trend Analysis

Each year, the Foundation for Child Development and the Child and Youth Well-Being Index Project at Duke University issue a comprehensive measure of how children are faring in the United States. The overall comprehensive Child Well-Being Index (CWI) is based on a composite of 28 Key Indicators of well-being that are grouped into seven Quality-of-Life/Well-Being Domains. These domains are: family economic well-being, safe/risky behavior, social relationships, emotional/spiritual well-being, community engagement, educational attainment, and health. This year's overall CWI is an updated measure of trends over the 34-year period from 1975 to 2009, with projections for 2010. The major trends that can be drawn from the 2011 overall CWI Update include: (1) Progress in American children's quality of life has essentially stalled; and (2) On average for all American children and youths under age 18, all of the improvements in economic well-being of families with children under the age of 18 over the past 35 years have been lost. Appended are: (1) Methods of Construction and Indicator List for the CWI; (2) Sources of Data for the CWI; (3) Child and Youth Well-Being Index Values, 1975-2008, with Projections for 2009-2010; and (4) Long-Term Changes in the CWI Domains and Key Indicators. (Contains 7 figures and 11 footnotes.) [For previous report, "Child Well-Being Index (CWI), 2010," see ED519372.]
Saxon Math. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Core Curriculum,Elementary School Mathematics,Mathematics Instruction,Intervention,Instructional Effectiveness,Elementary School Students,Mathematics Achievement,Educational Research

&quot;Saxon Math,&quot; published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-5. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so that concepts are developed, reviewed, and practiced over time rather than being taught during discrete periods of time, such as in chapters or units. The What Works Clearinghouse (WWC) identified 26 studies that investigated the effects of &quot;Saxon Math&quot; on the math performance of elementary school students. The WWC reviewed 14 of those studies against group design evidence standards. One study (Agodini, Harris, Thomas, Murphy, &amp; Gallagher, 2010) is a randomized controlled trial that meets WWC evidence standards without reservations, and one study (Resendez &amp; Manley, 2005) is a quasi-experimental design that meets WWC evidence standards with reservations. Those two studies are summarized in this report. Twelve studies do not meet WWC evidence standards. The remaining 12 studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Agodini et al. (2010); (2) Research details for Resendez and Manley (2005); (3) Outcome measures for the mathematics achievement domain; (4) Findings included in the rating for the mathematics achievement domain; and (5) Summary of supplemental findings for the mathematics achievement domain. A glossary of terms is included. (Contains 5 tables and 10 endnotes.)
Facilities for Study and Research in the Offices of the United States Government at Washington. Bulletin, 1909, No. 1. Whole Number 398
Author: Hadley, Arthur Twining
Date: 1909-00-00
Type: Historical Materials
Subjects: Scientific Research,Educational Facilities,Study Facilities,Federal Government,Offices (Facilities),Research Opportunities,Student Research,Barriers,Performance Factors,Research Administration,Research Projects,Training Methods

This bulletin contains a report prepared by President Hadley of Yale University on the facilities for advanced study and research in the offices of the National Government at Washington. Especial interest attaches to this publication. It sets forth, in compact form, information which has frequently been sought by institutions and individuals engaged in scientific research, both in this land and in foreign lands. In particular it will answer numerous inquiries which arise in the graduate departments for this number, whether it is intended to have some bearing upon the effort to secure the establishment at Washington of a National University. This publication is intended merely to convey accurate information concerning a matter of the highest educational interest. Its immediate purpose is to furnish information to advanced students and directors of research. Appended are: (1) Form of inquiry by the Bureau of Education; (2) Letter of the Secretary of the Interior; and (3) Replies received from various departments. An index is included. [Best copy available has been provided.]
Admission of Chinese Students to American Colleges. Bulletin, 1909, No. 2. Whole Number 399
Author: Fryer, John
Date: 1909-00-00
Type: Historical Materials
Subjects: College Admission,Universities,Colleges,Asians,Foreign Students,English (Second Language),Asian Culture,Educational Cooperation,College Entrance Examinations,Required Courses,Tables (Data),Costs,Second Language Learning

Inquiries have been made from time to time with reference to the opportunities open to Chinese students in American colleges and universities. Such inquiries have of late been urgently presented by representatives of the United States in the Chinese Empire, who have taken a deep interest in the progress and influence of American educational ideas among the Chinese people. Prof. John Fryer, of the University of California, prepare an account of the educational advantages and opportunities offered to Chinese students in a number of American institutions. Inquiries sent out from this office have brought replies from many sources giving an abundance of such information as has been desired. This publication will be widely useful in fostering the new educational relations between the American the Chinese peoples. This bulletin contains the following: (1) Introduction; (2) The American college system; (3) College entrance requirements; (4) Expenses; (5) The organization of Chinese students in the United States; (6) Suggestions and advice; and (7) Table of universities and colleges showing provision for Chinese students. An index is included. [Best copy available has been provided.]
The Daily Meals of School Children. Bulletin, 1909, No. 3. Whole Number 403
Author: Hunt, Caroline L.
Date: 1909-00-00
Type: Historical Materials
Subjects: Educational Policy,Dietetics,Nutrition,Lunch Programs,Child Health,At Risk Students,Standards,Models,Public Opinion,Food,Socialization,Friendship,Educational History,School Community Relationship,Cultural Influences,Rural Schools,Space Utilization,Training,Home Economics,High Schools,Vocational Education,Costs,Equipment,Breakfast Programs,Foreign Countries,Hunger

The subject of the proper feeding of children of school age involves problems which may be said to be the most difficult as well as the most important of all the problems of human nutrition. The child of school age must grow and must also work. In this he differs on the one hand from the infant, whose work is all ahead of him and on the other hand from the adult, whose period of development is past. The work which is expected of him is, to be sure, not large in amount, but it must be done at certain prescribed times, and it takes the form of the utilization of opportunities, and privileges which have been provided for him at great public expense. It is costly to educate a child and the cost may become waste if educational advantages are offered to those who are dull because of improper feeding, or who are underfed and ill nourished. In view of these facts it is to be regretted that the literature of dietetics offers less that is helpful on the subject of the feeding of school children than upon the feeding of infants of grown people. Thus the proper feeding of school children involves not only questions of hygiene but of educational policy and social economy, questions which are only beginning to receive serious consideration. This bulletin contains the following: (1) Introduction; (2) The serving of food in schools; (3) Food for children; and (4) The underfed child. Bibliography and index are included. (Contains 3 tables.) [Best copy available has been provided.]
The Teaching Staff of Secondary Schools in the United States: Amount of Education; Length of Experience; Salaries. Bulletin, 1909, No. 4. Whole Number 404
Author: Thorndike, Edward L.
Date: 1909-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Secondary School Teachers,Teacher Salaries,Teaching Experience,Teacher Education,Teacher Qualifications,Teacher Certification,Public School Teachers,Private Schools,Teacher Effectiveness,Educational Attainment,National Surveys,Questionnaires,School Surveys,Females,Educational Finance,Males,Gender Differences,Comparative Analysis,Bibliographies,Educational Policy,Educational Trends,Urban Schools,Rural Schools

This bulletin reports facts concerning the salaries, the amount of education, and the amount of experience in teaching of men and of women in public and in private secondary schools in the United States. It shows the typical condition and the variations from it of each fact for each group, and makes certain obvious comparisons between the groups. The author has attempted also to answer the important but somewhat intricate questions concerning the relation of education, experience in teaching, and personal gifts to financial recompense and to efficiency in teaching, of which they are, under certain conditions, a measure. The types and variations in respect to a salary, extent of education, and length of experience in teaching are estimated, for the country as a whole, from the data for approximately five thousand teachers, who were chosen so as to represent impartially the entire teaching staff in each of the groups. They may be easily calculated for the men and women teachers in public high schools of several States separately from the data given in Section IX. The relations of education and experience in teaching to salary are estimated for several States and other significant local units separately. Differences in the cost of living and in other economic conditions make any estimates of these relations for the whole country too ambiguous to be of service. An index is included. Individual sections contain footnotes. (Contains 9 tables and 40 figures.) [Best copy available has been provided.]