ethanporcaro/eric-fulltext-meta huggingface dataset:
Roadmap for Safer Schools: Guidance Note. Global Program for Safer Schools
Author: Ramirez Cortes, Fernando
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: School Safety,Systems Approach,Hazardous Materials,Educational Facilities,Emergency Programs,Natural Disasters,Risk Assessment,School Location,Campuses,Building Design,Planning,Institutional Characteristics,Facility Guidelines

Each year countries suffer great tragedy when natural disasters destroy schools and disrupt children's education. In addition to causing immediate harm to children, there is mounting evidence that the direct impact of natural disasters can translate into a series of indirect long-term effects. For some time, multilateral and bilateral development finance institutions, United Nations (UN) agencies, and nongovernmental organizations (NGOs) have been engaged in efforts to make schools resilient to natural hazards. Despite these efforts, however, the safety of school facilities in many disaster-prone countries is unknown, and governments and donors continue to finance new school construction without taking sufficient account of safety. In 2014, the Global Facility for Disaster Reduction and Recovery (GFDRR) launched the Global Program for Safer Schools (GPSS). Through the GPSS, GFDRR support programs designed to establish safer school facilities in countries where the government has firmly committed to a reform or investment program in the education sector. GFDRR provides technical assistance to ensure that such education sector programs finance safer school facilities. The aim of the GPSS is to make school facilities, and the communities they serve, more resilient to natural hazards. This Roadmap is focused specifically on school infrastructure (which includes the school site and buildings). For investment opportunities to be effective and to have maximum impact at community and national scales, it is important that this support is coordinated with investments in school disaster management, risk reduction and resilience in education, and disaster preparedness in other sectors. [The preparation of this report was completed under the Global Program for Safe Schools of the Global Facility for Disaster Reduction and Recovery (GFDRR). The report was developed by Arup International Development, Hayley Gryc, and Joseph Stables in collaboration with the Global Program for Safer Schools team.]
Report to the Joint Standing Committee on Education and Cultural Affairs
Author: Langhauser, Derek P.
Date: 2017-12-21
Type: Reports - Evaluative
Subjects: Community Colleges,First Generation College Students,Enrollment Trends,Graduation Rate,Outcomes of Education,Intervention,Parent Background,Educational Attainment,Student Personnel Services,Student Employment,College Readiness

The Maine Community College System is providing the letter presented in this report in accordance with 20-A MRSA §10013. This law requires the Maine Community College System, University of Maine System (UMS), and Maine Maritime Academy (MMA) provide the following information about first-generation college students by January 15th of each year: (1) Data regarding enrollment of first-generation college students and educational outcomes, including graduation rates for first-generation college students compared with other college students; (2) A summary of strategies used and activities undertaken to increase enrollment and graduation rates of first-generation college students and any available data indicating the effect of those strategies and activities; and (3) Plans for or recommendations regarding new strategies or actions designed to increase enrollment and graduation rates of first-generation college students. To meet the requirements of the legislation, the MCCS worked with the UMS and MMA to coordinate data collection and reporting in order to promote a common framework for determining enrollment and educational outcomes of first-generation college students. The three institutions agreed that for the purpose of this report, first-generation students would be defined as one with neither parent having completed a college degree. Each institution determined the level of college completion appropriate to its mission. For MCCS, a student is first-generation if neither parent has earned an associate degree. For UMS and MMA, a student is first-generation if neither parent has earned a bachelor's degree. For consistency, data is also provided on MCCS students with neither parent having earned a bachelor's degree.
Student Goal Setting: An Evidence-Based Practice
Author: Midwest Comprehensive Center (MWCC) at American Institutes for Research (AIR)
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Goal Orientation,Skill Development,Learning,Evidence Based Practice,Educational Practices

The act of goal setting is a desired competency area for students associated with the &quot;learning-to-learn&quot; skills students need to engage in deeper learning (William and Flora Hewlett Foundation, 2013). The act of goal setting, therefore, is a practice that educators can use to help fuel students' learning-to-learn skills, such as a sense of agency, intrinsic motivation, and capacity to manage their own learning. As an educational practice, teachers interested in promoting learning-to-learn skills ask students to engage in goal setting within group advisories, during one-to-one advising sessions, and as an integral component of the students' personalized learning plans. This resource focuses on one practice area--student goal setting. This resource includes a brief summary of the research, highlights promising goal-setting practices, and provides the results of a research evidence review that indicates that there is promising (Tier III) evidence for the practice of student goal setting (U.S. Department of Education, 2018).
Transforming Systems for High Levels of Learning for All Students: Personalized Learning in Wisconsin
Author: Midwest Comprehensive Center (MWCC) at American Institutes for Research (AIR)
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Educational Change,Program Implementation,Educational Innovation,Educational Planning,Educational Improvement,School Districts

Since 2010, the Institute for Personalized Learning (I4PL), a division of Cooperative Educational Service Agency (CESA) 1, has been collaborating with the Wisconsin Department of Public Instruction to inform the state's work with the Innovation Lab Network (ILN) managed by the Council of Chief State School Officers. ILN is a network of states that pilots and scales student-centered approaches, including personalized and competency-based learning. I4PL has played a critical role in helping implement personalized learning approaches in Wisconsin schools and districts. One goal of Wisconsin's personalized learning effort has been to tell the story of how personalized learning has unfolded in Wisconsin. To achieve this goal, the Midwest Comprehensive Center conducted six interviews with education leaders from six different districts that have been collaborating with I4PL to implement personalized learning initiatives in their schools. Each interview focused on one of the six stages of transformation used by I4PL and was aligned with each district's stage of transformation. This document provides a snapshot of each district's journey and shares one approach to achieving each stage in the transformation process. This work illustrates how districts are making a systemic shift to personalized learning.
Tribal Consultation under the Elementary and Secondary Education Act
Author: Bowman, Nicole
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Tribally Controlled Education,American Indians,Government (Administrative Body),American Indian Education,School Districts,Consultation Programs

Under the Elementary and Secondary Education Act (ESEA), some districts are required to consult with tribal governments on the development of their education plans. This practice brief is intended to serve as an overview of district-level ESEA tribal consultation requirements and as guidance for local education agencies (LEAs). This brief does not discuss state-level consultation for Title I, Part A planning or how ESEA applies to schools that fall under the jurisdiction of the U.S. Secretary of the Interior and the U.S. Bureau of Indian Education.
Stay the Course: Teacher and Principal Evaluation in Maryland
Author: Slotnik, William J.
Date: 2016-09-00
Type: Reports - Research
Subjects: Teacher Evaluation,Administrator Evaluation,Principals,Program Implementation,Reliability,Data Collection,Data Analysis,Educational Legislation,Federal Legislation,Administrator Attitudes,Teacher Attitudes,Administration,Change,Elementary Secondary Education

The Maryland State Department of Education (MSDE) is leading and supporting the implementation of a Teacher and Principal Evaluation (TPE) system in all school districts in the state. This study examines the progress of four years of TPE implementation, 2013 to 2016. The study draws on nearly 60,000 survey responses from principals and teachers (1,905 responses in 2013, 16,314 in 2014, 19,022 in 2015, and 21,916 in 2016) and extensive interviews of educators at central and school site levels. Based on the ongoing analysis of these data, the key findings are as follows: (1) TPE implementation shows strong progress over four years; (2) State support for TPE implementation is pivotal; (3) School and district leadership is critical to TPE implementation; (4) Principals and teachers still need support; (5) Quality matters; (6) Consistency is a cornerstone of effective TPE implementation; (7) Districts need thoughtful management of the evaluation system; and (8) In the transition to the Every Student Succeeds Act (ESSA), Maryland's educators want to stay the course. The report concludes with recommendations focusing on strengthening leadership and further improving implementation at central and school site levels within Maryland's districts.
Working Together to Support Equitable Access to Charter Schools: Research and Recommendations. Policy Brief
Author: Allender, Sara
Date: 2017-00-00
Type: Information Analyses
Subjects: Charter Schools,Equal Education,Access to Education,Educational Quality,State Legislation,Educational Cooperation,School Resegregation,Educational Policy,Enrollment,Student Transportation,School Choice

In 2007, the U.S. Department of Education commissioned WestEd to develop a guide on using quality authorizing to promote high-quality charter schools. At the time, notions about how authorizers could contribute to the existence of such schools were in their infancy, and the publication, which profiles the oversight practices of eight selected authorizers, was intended to advance the conversation. Although 10 years later the importance of quality authorizing practices is widely accepted, it is essential to continue the general conversation about charter school quality -- especially as it relates to ensuring quality programming for the most disadvantaged and at-risk student populations. But it is also time to broaden that ongoing discussion to include the question of &quot;equitable&quot; access: What are some ways to better ensure that, when high-performing charter schools are present, all students have access to them? That is the topic of this policy brief. This brief highlights the role that state- and district-level policymakers can play in supporting charter school access for all students. The brief is intended primarily for policymakers in the education agencies with which the Mid-Atlantic Comprehensive Center (MACC@WestEd) partners to improve education for all students. Policymakers and practitioners elsewhere may also benefit from the brief's literature review and policy discussion.
Why Do Students Choose Blended and Online Schools? The &quot;End of Average&quot; Requires Personalized Learning Environments
Author: Evergreen Education Group
Date: 2017-01-00
Type: Reports - Research
Subjects: Virtual Classrooms,Blended Learning,Individualized Instruction,Preferences,Student Attitudes,School Choice,Student Characteristics,Nontraditional Students,Online Courses,Charter Schools,Dropouts,Remedial Instruction,Chronic Illness,Safety,Bullying,Mental Health,High School Students,Student Interests,Student Development,Enrollment,Educational Innovation,Educational Trends,Learner Engagement,Personal Autonomy

The total number of students in the United States attending online and blended schools is unknown. A reasonable estimate is between one and two million students, or roughly 2-4% of all students in the country. More than half of all states allow online schools that draw students across district boundaries; perhaps 350,000 students attend these schools. Other students in this study are attending online schools that serve students within a district or sub-state region, blended charter schools, and alternative education programs. Many of these schools are charter schools, and others are operated or authorized by school districts, intermediate units such as Board of Cooperative Educational Services (BOCES) and County Offices of Education, and other organizations such as juvenile court schools. This report focuses primarily on why students choose online or blended schools. Also included in the report are brief profiles of five schools, from different regions of the country, that demonstrate different online and blended learning instructional models. [Co-published with the Foundation for Blended and Online Learning. Foreword by Amy Valentine.]
Readiness Matters: Informing the Future. 2016-2017 Kindergarten Readiness Assessment Report
Author: Maryland State Department of Education
Date: 2017-01-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,School Readiness,Academic Standards,Gender Differences,Racial Differences,Ethnicity,Asian American Students,White Students,American Indian Students,Alaska Natives,African American Students,Hispanic American Students,Disabilities,English Language Learners,Low Income Students,Child Care Centers,Nursery Schools,Language Skills,Literacy,Mathematics,Interpersonal Competence,Well Being,Psychomotor Skills,Achievement Gap,Counties,Pacific Islanders,Multiracial Persons,Preschool Education,Equal Education

As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive Kindergarten Readiness Assessment (KRA) was administered for the third time. This assessment is part of the Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's more rigorous PreK-12 College and Career-Ready Standards. This report shares the school readiness results of Maryland's children--statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Based on Maryland's Prekindergarten standards, the results for this third year are: (1) 43% of entering kindergarteners in school year 2016-2017 are demonstrating that they possess the foundational skills and behaviors that prepare them for the curriculum that is based on Maryland's more rigorous kindergarten standards; (2) 50% of females are demonstrating readiness compared with 36% of the males; (3) 50% of Asian kindergarteners and 53% of white kindergarteners are demonstrating readiness above the state average (43%). American Indian/Alaska Native (26%), African American (37%), Native Hawaiian/Pacific Islander (33%) and Hispanic (27%) kindergarteners are below the state average of kindergarteners demonstrating readiness; (4) Kindergarteners with disabilities (19%), those learning the English language (21%), and those from low-income households (32%) have many fewer students demonstrating readiness than Maryland kindergarteners as a whole; and (5) Children who attended child care centers (51%) and non-public nursery schools (64%) the year prior to entering kindergarten exceed the statewide readiness average. [For &quot;Readiness Matters! The 2015-2016 Kindergarten Readiness Assessment Report&quot; see ED572305.]
Drinking Water, Sanitation and Hygiene in Schools: Global Baseline Report 2018. WHO/UNICEF Joint Monitoring Programme for Water Supply, Sanitation and Hygiene
Author: Steele, Richard, Ed.
Date: 2018-00-00
Type: Reports - Research
Subjects: World Problems,Sanitation,Water,Global Approach,Hygiene,Access to Education,Females,Educational Environment,Sustainable Development,Foreign Countries,Public Health,Gender Issues,Child Health,Child Development,Standards

The global effort to achieve sanitation and water for all by 2030 is extending beyond the household to include institutional settings, such as schools, healthcare facilities and workplaces. This has been reinforced by global education for all strategies highlighting how water, sanitation and hygiene (WASH) in schools improves access to education and learning outcomes, particularly for girls, by providing a safe, inclusive and equitable learning environment for all. This report is the first comprehensive global assessment of WASH in schools and establishes a baseline for the Sustainable Development Goal (SDG) period.
Progress for Every Child in the SDG Era
Author: United Nations Children's Fund (UNICEF) Data and Analytics
Date: 2018-03-00
Type: Numerical/Quantitative Data
Subjects: Children,Sustainable Development,International Programs,Foreign Countries,Childrens Rights,Access to Education,Child Safety,Child Health,Physical Environment,Poverty,Social Indicators,Death,Birth,Immunization Programs,Acquired Immunodeficiency Syndrome (AIDS),Nutrition,Preschool Education,Marriage,Violence,Sanitation,Hygiene,Water Quality,Outcomes of Education,Rural Urban Differences,Gender Differences

This is the first in a planned series of United Nations Children's Fund (UNICEF) reports tracking progress on the child-related indicators in the Sustainable Development Goals (SDGs). The report highlights, through a data lens, the enormous task ahead for countries in meeting the 2030 Agenda for children. Through the development of projections to 2030, the report identifies areas where greater efforts are needed and reveals the alarming inadequacies of data to track progress. It also examines trends among subsets of children, including girls and boys, and children in urban and rural areas, to identify groups of children most at risk of being left behind. [For the Executive Summary, see ED590001.]
Readiness Matters: Equity Matters. 2017-2018 Kindergarten Readiness Assessment Report
Author: Maryland State Department of Education
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,School Readiness,Academic Standards,Gender Differences,Racial Differences,Ethnicity,Asian American Students,White Students,American Indian Students,African American Students,Hispanic American Students,Disabilities,English Language Learners,Low Income Students,Child Care Centers,Nursery Schools,Language Skills,Literacy,Mathematics,Interpersonal Competence,Well Being,Psychomotor Skills,Achievement Gap,Counties,Multiracial Persons,Preschool Education,Equal Education

Maryland is charged with providing an equal education and ensuring that personal or social circumstances--such as immigration status, ethnic background, socioeconomic status, English proficiency, or disability--are not barriers to academic success. Equity is achieved when all students have the resources they need, such as exceptional teachers or high-quality early childhood programming, to thrive and succeed. Data from &quot;Readiness Matters! The 2017-2018 Kindergarten Readiness Assessment Report&quot; indicate that many school readiness challenges must be addressed in order to close the achievement gap. The Maryland State Department of Education is taking proactive measures to focus on research-based strategies that work. Ready for Kindergarten (R4K) is Maryland's comprehensive early childhood assessment system. R4K aligns with the State's rigorous PreK-12 College and Career-Ready Standards and articulates what young children are expected to know and do upon kindergarten entry in order to be on the path toward academic success. R4K has two components: The Early Learning Assessment (ELA) and the Kindergarten Readiness Assessment (KRA). The KRA is a developmentally appropriate observational and assessment tool that relies on performance tasks and observations of children's work and play to measure specific skills and determine what each entering kindergartener knows and is able to do across four domains: social foundations, language &amp; literacy, mathematics, and physical well-being and motor development. KRA 2017-2018 data show that: (1) 45% of Maryland's kindergarteners demonstrate readiness; (2) Maryland experienced a 2-point increase in readiness levels from the previous year; (3) The majority of kindergarteners do not demonstrate the knowledge, skills, and behaviors needed to succeed in school; (4) High poverty jurisdictions show lower readiness; (5) Gender gaps favor females; (6) Readiness gaps exist for children of color; (7) Fewer students with disabilities demonstrate readiness; (8) English proficiency impacts school readiness; and (9) The benefits of early education are clear. [For &quot;Readiness Matters! The 2015-2016 Kindergarten Readiness Assessment Report,&quot; see ED572305.]
Ready for Kindergarten: Maryland&apos;s Early Childhood Comprehensive Assessment System. The 2017-2018 Kindergarten Readiness Assessment Technical Report
Author: Maryland State Department of Education
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,School Readiness,Academic Standards,Gender Differences,Racial Differences,Ethnicity,Asian American Students,White Students,American Indian Students,African American Students,Hispanic American Students,Disabilities,English Language Learners,Low Income Students,Child Care Centers,Nursery Schools,Language Skills,Literacy,Mathematics,Interpersonal Competence,Well Being,Psychomotor Skills,Achievement Gap,Counties,Pacific Islanders,Multiracial Persons,Preschool Education,State Legislation,School Districts,Data Analysis,Accountability,Faculty Development,Validity,Reliability,Test Items,Standard Setting

Based on Maryland's 2017-2018 Kindergarten Readiness Assessment (KRA) results, nearly half of all entering kindergarten children show foundational skills indicating they are fully ready for kindergarten, more than a third are approaching readiness, and 18% have emerging readiness skills. Results for the 2017-2018 school year show a slight increase from the administration of the KRA in 2016-2017. This technical report presents information on: (1) School Readiness Results for School Year 2017-2018; (2) New KRA Legislation and Weighting; (3) Weighting for State Level Results; (4) Local School Systems Administrating KRA on all Students (Census Administration) versus Representative Sampling; (5) School Readiness Based on Demographic Categories; (6) Reporting and Interpreting of KRA results; (7) What the KRA Results Represent; (8) Availability of the 2017-2018 School Readiness Report; (9) Background of Maryland's School Readiness Initiative; (10) Maryland's Assessment System of Measuring School Readiness; (11) Alignment of KRA Standards with the Maryland College and Career-Ready Standards; (12) KRA Item Types; (13) Administration of the KRA; (14) Use of Data and Accountability; (15) Accessibility for Special Populations; (16) Teacher Professional Development; (17) Validity and Reliability Data; (18) Measurement of the Internal Consistency of the KRA--Cronbach's Alpha; (19) KRA Item Reduction and Standard Setting; and (20) Standard Setting Validation. [For &quot;Readiness Matters: Equity Matters. 2017-2018 Kindergarten Readiness Assessment Report&quot; see ED589988.]