ethanporcaro/eric-fulltext-meta huggingface dataset:
State Fiscal Stabilization Fund Program. Final Rule. Federal Register, Part III, Department of Education, 34 CFR Chapter II
Author: National Archives and Records Administration
Date: 2009-11-12
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Finance,Resource Allocation,Financial Support,Criteria,Definitions,Grants,Data Collection,Reports,Accountability,Costs,Teacher Qualifications,Teacher Effectiveness,Administrator Effectiveness,Evaluation Methods,Educational Change,Data Analysis,Educational Legislation,Parent Rights,Student Records,Privacy,Educational Indicators,Disabilities,Alternative Assessment,Graduation Rate,High School Graduates,Postsecondary Education,Student Evaluation,Low Achievement,School Turnaround,Charter Schools,Intervention,Teaching Methods,Time Factors (Learning)

The Secretary of Education (Secretary) establishes requirements, definitions, and approval criteria for the State Fiscal Stabilization Fund (Stabilization or SFSF) program. The Secretary may use one or more of these requirements, definitions, and approval criteria in awarding funds under this program in fiscal year (FY) 2010. These requirements, definitions, and approval criteria are based on the assurances regarding education reform that grantees are required to provide in exchange for receiving funds under the Stabilization program. This action specifies the data and information that grantees must collect and publicly report with respect to those assurances and to help ensure grantees' ability to collect and publicly report the required data and information. These requirements, definitions, and approval criteria are effective January 11, 2010. [Docket ID: ED-2009-OESE-0007.]
The Usefulness of Using Generalizing Words for Teaching Summary Writing
Author: Siu, Fiona Kwai-peng
Date: 2018-05-00
Type: Reports - Research
Subjects: Writing Instruction,English (Second Language),Second Language Learning,Generalization,Teaching Methods,Visualization,Writing Skills,Experimental Groups,Control Groups,Paragraph Composition,Questionnaires,Student Attitudes,Difficulty Level,Foreign Countries,College Students,Documentation,Sentences,Writing Processes

Different approaches have been used to teach EFL students summary writing, including a genre-based approach (Chen &amp; Su, 2012), implementing key words and question generation (Chou, 2012), and automatic scaffolding and concept mapping (Yang, 2015). This study aims to explore the effectiveness of another approach--one that might be more appropriate to the participants in this study--using generalizing words (such as &quot;solutions&quot; and &quot;difficulty&quot;). Such words were intended to help students visualize the macro-structure of a passage. In the first phase of this approach, a template containing generalizing words was provided to students to guide them in finding the main points of the passage. In the second phase, students were expected to generate generalizing words themselves. Students were also taught how to achieve paragraph coherence by making use of the generalizing words produced. The experimental group scored slightly higher marks in three measures (i.e., Idea Flow, Paraphrasing Techniques and Total Score) than did the control group in the end-of-course summary writing examination, though the differences were not significant at the 95% confidence level. Questionnaire findings revealed the difficulties perceived by participants in completing a summary task and the ways in which this approach had helped them. [This report was published in: &quot;Teaching and Practice in Language Studies&quot; v8 n5 p482-491 May 2018.]
Impact of Service Learning Methodology on Chilean Undergraduate EFL Teacher Training Program Students
Author: Cortes Seitz, Tamara Theani
Date: 2018-01-31
Type: Reports - Research
Subjects: Foreign Countries,Service Learning,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Second Language Instruction,Second Language Learning,English (Second Language),Community Needs,Needs Assessment,School Community Programs,Surveys,Reflection,Methods Courses,Student Teacher Attitudes,Satisfaction

Although research has been done on the effects of Service-Learning in nursing, medical and engineering students, there is very little information about the effects that this methodology has on English pedagogy students. The present study conducted over two semesters attempted to identify the effects that this methodology had on EFL pedagogy undergraduate Chilean students. The participants were seventy English pedagogy students and one hundred and fifty community members. The needs of the community as well as the English level were identified with a needs analysis and diagnostic test. Reflection logs were used to identify the effects of the methodology on students while a satisfaction survey was used to identify the impact the methodology had on the community members. The analysis of the logs revealed that undergraduate students became aware of the importance of identifying the community´s needs, having clear objectives, preparing material and activities before designing a course and teaching a class. This methodology showed to have a positive effect on the teacher training students when referring to their professionalization and application of theory. For the community the results were positive but further research is needed to identify the full impact in the community members.
Postsecondary Course Performance of AP® Exam Takers in Subsequent Coursework: Biology, Languages, and Studio Art
Author: Jagesic, Sanja
Date: 2018-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,High School Students,College Credits,Scores,College Entrance Examinations,Introductory Courses,Cohort Analysis,Performance Based Assessment,Academic Achievement,Regression (Statistics),Comparative Analysis,Biology,Spanish Literature,Chinese,Japanese,French,Italian,Studio Art,Institutional Characteristics,Student Characteristics,Validity,Tables (Data)

The Advanced Placement Program® (AP®) offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory-level course or series of courses and are typically able to take more advanced courses in the same subject area. In this study, the authors compare the subsequent course performance of AP Exam takers who placed out of an introductory college course to students who did not take the AP Exam and completed the introductory course at their respective institutions. Results indicate that AP Exam takers, on average, earn the same or statistically significant higher grades in subsequent courses within the same subject area than do students completing the equivalent introductory coursework at their institution. Results provide evidence that AP Exam scores are valid indicators for course credit and placement decisions. The AP Exams covered in this report are: (1) AP Biology; (2) AP Spanish Literature and Culture; (3) AP Chinese Language and Culture; (4) AP Japanese Language and Culture; (5) AP French Language and Culture; (6) AP German Language and Culture; (7) AP Italian Language and Culture; (8) AP Studio Art: 2-D Design; (9) AP Studio Art: 3-D Design; and (10) AP Studio Art: Drawing.
2015 Annual Disability Statistics Compendium
Author: Houtenville, Andrew J.
Date: 2016-00-00
Type: Reports - Research
Subjects: Disabilities,Statistical Data,Guides,Tables (Data),Data Collection,Incidence,Employment Level,Individual Characteristics,Age Differences,Symptoms (Individual Disorders),Time,Poverty,Wages,Salaries,Veterans,Health Insurance,Health,Social Services,Welfare Services,Special Education,Vocational Education,Federal Government,Federal Aid,Trend Analysis,Federal Programs,State Programs,Foreign Countries

The &quot;Annual Disability Statistics Compendium&quot; is a publication of statistics about people with disabilities and about the government programs which serve them. It is modeled after the &quot;Statistical Abstracts of the United States,&quot; published yearly by the U.S. Department of Commerce. The &quot;Compendium&quot; is designed to serve as a summary of government statistics. The 2015 &quot;Annual Disability Statistics Compendium&quot; underwent significant revisions this year. Over 100 tables have been added or expanded with additional age ranges--the &quot;Compendium&quot; now has tables representing the aging population whenever possible. The Health Insurance and Medicaid and Medicare sections from previous years were combined, and time trend data was added where available. The introductory text of each section has been revised. This text now describes table sources and content, defining disability and employment for any given section. The text acknowledges the source information at the bottom of each table, where the source of data appearing in each table is presented. These sources contain additional statistical information about the ways the data were collected and the statistics were generated. The glossary has been expanded to assist in the interpretation of the statistics contained in the &quot;Compendium.&quot; Words and phrases defined in the glossary are now in boldface text throughout the report. [For &quot;2015 Disability Statistics Annual Report. A Publication of the Rehabilitation Research and Training Center on Disability Statistics and Demographics,&quot; see ED583255.]
2012 Annual Disability Statistics Compendium
Author: Houtenville, Andrew J.
Date: 2012-11-00
Type: Reports - Research
Subjects: Disabilities,Statistical Data,Guides,Tables (Data),Data Collection,Incidence,Employment Level,Individual Characteristics,Age Differences,Symptoms (Individual Disorders),Time,Poverty,Wages,Salaries,Veterans,Health Insurance,Health,Social Services,Welfare Services,Special Education,Vocational Education,Federal Government,Federal Aid,Trend Analysis,Federal Programs,State Programs,Foreign Countries

The &quot;Annual Disability Statistics Compendium&quot; is a publication of statistics on people with disabilities and government programs that serve the population with disabilities and is modeled after the Statistical Abstracts of the United States, published yearly by the U.S. Department of Commerce. The &quot;Compendium&quot; is designed to serve as a reference guide to government publications. At the bottom of each table, the source of data appearing in each table is presented. These referenced sources contain additional statistical and information about the way the underlying data were collected and the statistics were generated. Each year, the &quot;Compendium&quot; is updated to reflect the statistics published over the year, and new statistics are added each year, as new data sources and publications become available. In addition to topics presented in previous years, this year the &quot;Compendium&quot; also presents statistics by detailed disability type in the newly-created Section 15. These statistics are based on the Census Bureau's Survey of Income and Program Participation (SIPP). Also see new tables with detailed disability type in Section 9 derived from Social Security Administration reports. A glossary is also provided to assist in the interpretation of the statistics.
2017 Annual Disability Statistics Compendium
Author: Lauer, E. A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Disabilities,Statistical Data,Guides,Tables (Data),Data Collection,Incidence,Employment Level,Individual Characteristics,Age Differences,Symptoms (Individual Disorders),Time,Poverty,Wages,Salaries,Veterans,Health Insurance,Health,Social Services,Welfare Services,Special Education,Vocational Education,Federal Government,Federal Aid,Trend Analysis,Federal Programs,State Programs

The &quot;Annual Disability Statistics Compendium&quot; and its compliment, the &quot;Annual Disability Statistics Supplement,&quot; are publications of statistics about people with disabilities and about the government programs which serve them. The &quot;Compendium&quot; and &quot;Supplement&quot; are designed to serve as a summary of government statistics. The &quot;Compendium,&quot; available both in hard copy and online (at www.disabilitycompendium.org) presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, as well as other statistics. The &quot;Annual Disability Statistics Supplement&quot;, only available online, presents tables with over 150 additional categorizations of data for each section highlighted in the &quot;Compendium&quot;. There were several changes to the &quot;2017 Annual Disability Statistics Compendium&quot; and &quot;Supplement&quot;. First, the Education section of the &quot;Compendium&quot; was expanded to include not only data on special education program participation and outcomes, but also statistics on educational attainment for all people with disabilities in the United States. Second, the 2017 &quot;Compendium Health&quot; section now identifies persons with disabilities using a methodology consistent with U.S. Census Bureau estimates. Estimates for the Health section have always used Behavioral Risk Factor Surveillance Survey (BRFSS) data. Third, accessible versions in Hypertext Markup Language (HTML) of the 2017 Compendium and 2017 Supplement are now available online. In addition to providing accessible Portable Document Format (PDF) files for download there are also fully text-readable HTML file versions to remove as many barriers as possible for people with disabilities to access this material. [For the annual report, see ED583258. For the Annual Disability Statistics supplement, see ED583259.]
Trends in State Implementation of the Common Core State Standards: Educator Effectiveness. Issue Brief
Author: National Governors Association
Date: 2018-00-00
Type: Reports - Research
Subjects: Common Core State Standards,Program Implementation,Teacher Effectiveness,Elementary Secondary Education,Interviews,State Departments of Education,Administrators,Teacher Education Programs,Teacher Certification,Teacher Evaluation,Faculty Development,Educational Policy,Evaluation Methods,State Officials

In 2010, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the Common Core State Standards (CCSS) for K-12 English language arts/literacy and mathematics. CCSS are a state-led effort to define the knowledge and skills students need to graduate from high school ready to enter college or career training. The standards are evidence- and research-based, informed by the most effective models from states and countries across the globe, include rigorous content, and demand the application of knowledge through high-order skills. As of June 1, 2012, 48 states and territories, the District of Columbia, and the Department of Defense Education Activity had formally adopted both sets of standards. Although the development and widespread adoption by states of the CCSS mark a significant milestone in American education, successful implementation is necessary if students across the country are to realize the benefits. To assess the progress of implementation efforts, the NGA Center interviewed staff in governors' offices and state education agencies from a geographically and politically diverse sample of states. The material from those discussions will inform a series of briefs capturing the trends in state implementation of the CCSS across the country, focusing around the four action areas identified above. The series is designed to provide a snapshot of state implementation activities, recommend promising practices, and call attention to the remaining challenges. This brief focuses on policy levers to build educator effectiveness: (1) preparation programs; (2) licensure/certification; (3) evaluation; and (4) professional development.
2014 Disability Statistics Annual Report. A Publication of the Disability Statistics &amp; Demographics Rehabilitation Research &amp; Training Center
Author: Stoddard, Susan
Date: 2014-00-00
Type: Reports - Research
Subjects: Disabilities,Statistical Data,Tables (Data),Incidence,Employment Level,Individual Characteristics,Age Differences,Time,Poverty,Wages,Salaries,Health,Trend Analysis,National Surveys,Smoking,Drinking,Obesity

The &quot;2014 Disability Statistics Annual Report&quot; is a companion volume to the &quot;2014 Annual Disability Statistics Compendium.&quot; The &quot;Compendium&quot; presents many tables of data, including state and national values and trends over time. The &quot;Annual Report&quot; presents statistics from the &quot;2014 Annual Disability Statistics Compendium&quot; tables to address the following types of questions: (1) How many people with disabilities live in the United States; (2) What is the disability rate in different age groups; (3) What is the disability rate for different types of disability; (4) To what extent are people with disabilities employed; (5) What are the earnings for people with and without disabilities; (6) What is the poverty rate for people with and without disability; and (7) Is disability status associated with rates of smoking, obesity, and binge drinking? The &quot;Annual Report &quot;highlights state and trend data, and complements the rich, detailed tables available in the &quot;Compendium.&quot; There is a great deal of variability in disability by state, and the &quot;Annual Report&quot; includes maps to highlight this information; each map is related to a specific table from the 2014 &quot;Compendium.&quot; A specific listing of source data for each figure is included in Appendix C. A glossary of terms is included in Appendix D. [For &quot;2014 Annual Disability Statistics Compendium,&quot; see ED583234.]
Leading for Early Success: Building School Principals&apos; Capacity to Lead High-Quality Early Education. NGA Paper
Author: Szekely, Amanda
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Capacity Building,Principals,Educational Quality,State Policy,State Action,Management Development,Administrator Education,Leadership Training,Leadership Effectiveness,Expertise,Change Strategies,Case Studies

Decades of research find that effective school leadership and access to high-quality early education are two of the most important determinants of educational outcomes. School principals affect both teacher and student performance and play an important role in turning around troubled schools. High-quality education, from prekindergarten (pre-K) through third grade builds foundational knowledge and skills that prepare students for long-term success. Although governors have acted in recent years to address these two issues separately, efforts to harness the potential of school leaders to promote high-quality education for young children have been more limited. Most states' principal preparation systems could be improved to better equip elementary school principals to evaluate pre-K through third-grade (P-3) teachers, support improvements in teaching and learning, and guide teachers in using curricula and assessments in the earliest grades. This issue brief makes the case for why governors should consider building elementary school principals' capacity as P-3 leaders and outlines specific state policy strategies for accomplishing this goal. To illuminate how this works in practice, a case study from Illinois highlights how this state is including early learning content in the principal preparation process.
State Approaches to Implementing Community-Based Alternatives to Incarceration for Youth Involved in the Justice System. Issue Brief
Author: Locke, Jeffrey
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,State Programs,Best Practices,Program Implementation,Developmentally Appropriate Practices,Correctional Rehabilitation,Change Strategies

To provide guidance to governors looking to advance juvenile justice reforms, the National Governors Association Center for Best Practices convened leading national experts--state juvenile justice directors, governors' criminal justice policy advisors, governors' cabinet secretaries, juvenile justice experts and academics--to discuss the latest research on effective alternatives to incarceration. From that conversation emerged several recommendations for governors, including: (1) Safely transition away from and replace large correctional facilities, and establish a continuum of community-based alternatives that use new or redirected funding; (2) Provide a new vision for juvenile justice systems that promotes greater awareness of research on youth development, advocates for wider adoption of community-based alternatives and seeks a full continuum of care for youth and their families; and (3) Ensure effective cross-agency coordination and intergovernmental collaboration to support youth in communities and promote more effective resource allocation. This issue brief details those recommendations, identifies recent state efforts to adopt alternatives to incarceration and discusses effective approaches that governors can take to implement reform strategies.
How Maryland Policymakers Are Working Together to Improve School Principal Quality. White Paper
Author: Carlson, Danny
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Effectiveness,Administrator Education,Talent Development,Job Skills,Public Schools,Beginning Principals,Mentors,Networks,Leadership Training,Leadership Qualities,Administrator Qualifications,Elementary Secondary Education,State Government,Government Role,School Districts,State Boards of Education

This paper highlights the successful efforts of one state, Maryland, to strategically select and train its most promising future leaders in order to prepare them for the leadership responsibilities associated with leading schools that have increased expectations for all students. Under the leadership of the governor's office, and with support from the legislature and the State Board of Education, Maryland's Department of Education created a principal talent development program that annually prepares nearly 50 new leaders for its 24 public school districts. The program relies upon the existing talent in the state, including current and former principals, as well as some state resources, to connect promising principals with veteran principals through a structured learning and networking experience. The program helps to solve a decades-old challenge by building a pool of qualified candidates who are ready to lead schools. Through this project, Maryland has effectively constructed a pipeline for promising candidates out of experiences and support systems that most candidates need before they can become effective in their new roles.
Building a High-Performing State Workforce Board: A Framework and Strategies for States
Author: Bartlett, Michael
Date: 2016-12-14
Type: Reports - Descriptive
Subjects: State Agencies,Governing Boards,Labor Force Development,Federal Legislation,Federal Programs,Job Training,Program Implementation,Accountability,Educational Strategies,Alignment (Education),School Business Relationship,Partnerships in Education,Labor Legislation

As many as one in three businesses in the United States struggled to fill needed jobs in 2015. Millions of Americans, including at least 5.5 million youth, are disconnected from employment. Governors have a tremendous opportunity through the implementation of the federal Workforce Innovation and Opportunity Act (WIOA) to reset their state workforce boards that oversee the publicly-funded workforce system. They have the ability to equip their state workforce boards with the opportunity to provide system leadership that: communicate a clear vision; build a strategic partnerships; and keep the system accountable. &quot;Building a High-Performing State Workforce Board&quot; outlines key strategies governors can focus on to align state education and workforce programs to the needs of business, and connect individuals to jobs.