ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Cities and the SDGs: A Guide to Action
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2017-11-00
Type: Guides - General
Subjects: Educational Environment,Sustainable Development,Sustainability,Lifelong Learning,Partnerships in Education,World Problems,Urban Areas,Global Approach,Government Role,Community Role,Family Role,Economic Development,Planning,Conservation (Environment),Public Health,Social Justice,Entrepreneurship

This Guide to Action highlights concrete approaches to the development of green and healthy learning cities, equitable and inclusive learning cities, and decent work and entrepreneurship in learning cities. It includes examples of good practice, which demonstrate the diversity of initiatives and reflect the manifold contexts and development stages in which cities operate. The guiding questions highlight some important issues related to the respective thematic areas. Along with a selection of related Key Features of Learning Cities and Sustainable Development Goals, this can serve cities as a basic tool to self-assess their ongoing activities and define their potential need for action.
Promoting Lifelong Learning for All: The Experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania. UIL Publications Series on Lifelong Learning Policies and Strategies: No. 5
Author: do Nascimento, Daniele Vieira, Ed.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Lifelong Learning,Educational Policy,Sustainable Development,Recognition (Achievement),Adult Education,Literacy,Elementary Secondary Education,Early Childhood Education,National Programs,Educational Opportunities

A new UNESCO Institute for Lifelong Learning (UIL) publication, &quot;Promoting lifelong learning for all: The experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania,&quot; marks a significant outcome of a project to promote lifelong learning for all in selected African countries. The report highlights the progress made by the five aforementioned countries since 2014, when UIL proposed 10 recommendations for developing lifelong learning strategies for sustainable development in a document entitled Key issues and policy considerations in promoting lifelong learning in selected African countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. For the current publication, extensive desk research and consultations with the participating countries provide a comprehensive assessment of the present types of lifelong learning policies, strategies and programmes. More specifically, the new publication looks at the origin, essence and benefits of lifelong learning and comprises a compendium of good practices in promoting lifelong learning for all in the five countries. Reflections on how progress can be accelerated in the region as well as potential collaboration opportunities with UIL are also outlined. Importantly, the publication demonstrates the significance of lifelong learning for the African region and advocates its wider adoption in light of the global agenda for sustainable development. The five African countries have made notable progress in implementing lifelong learning as per UIL's 2014 recommendations and their various initiatives embrace Sustainable Development Goal (SDG) 4, which urges countries to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all'. UIL hopes that the information contained in the report will contribute to the capacity of policy-makers and researchers to develop national policies and strategies to establish lifelong learning systems in Africa.
Mind the Gap: Will All Students Benefit from 21st Century Learning?
Author: Maas, Tricia
Date: 2018-10-00
Type: Reports - Research
Subjects: Learning Processes,Skill Development,Student Centered Learning,Problem Solving,Educationally Disadvantaged,Outcomes of Education,Equal Education,Barriers,Technology Uses in Education,Individualized Instruction,Independent Study,Competency Based Education,Grading,Relevance (Education)

In an economy driven by technological innovation and a complex social landscape, schools can no longer count on traditional academic preparation to set children up for success later in life. The types of skills that will enable students to succeed in the 21st century--such as the ability to solve complex problems, transfer knowledge to new domains, and communicate with diverse audiences--are distinct from those routinely offered in K-12 education. To remedy these gaps, educators, school districts, and philanthropists have looked to a set of approaches that go by a variety of names (e.g., deeper learning, personalized learning, student-centered learning) but rest on a set of instructional approaches that allow students to express more agency over their learning and create space to apply what they learn to solve real-world problems. These 21st Century learning approaches are no longer only accessible to the most privileged students. This paper offers a first look at whether contemporary investments in 21st century learning are likely to pay dividends to students who have historically not benefited from these experiences, including students from low-income families and students entering school who have fallen behind. Drawing on a national study of schools implementing these practices and a deep look at two states (Colorado and Connecticut), the authors consider how academically disadvantaged students experience these learning environments and what factors contribute to their success with these approaches. They find that while 21st century learning is embraced by a surprisingly high number of schools serving historically underserved students, the uptake of these approaches does not always translate into better learning opportunities for those students. [This paper is part of a multiyear, multimethod study of 39 schools that participated in the Next Generation Learning Challenges (NGLC) Regional Funds for Breakthrough Schools initiative and the Next Generation Systems Initiative (NGSI), both supported by the Bill &amp; Melinda Gates Foundation.]
Career Education in Missouri, 2016-17 [Fact Sheet]
Author: Missouri Department of Elementary and Secondary Education
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Outcomes of Education,Student Organizations,Secondary Education,Postsecondary Education,Technical Institutes,Vocational Training Centers,High School Students,College Graduates,High School Graduates

Missouri career education is preparing young people and adults for the job market and/or further education. It combines academics and job-specific skill training to assist in narrowing the skills gap. This fact sheet shows how Missouri's career education programs are preparing students for the future.
Career Education in Missouri, 2017-18 [Fact Sheet]
Author: Missouri Department of Elementary and Secondary Education
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Outcomes of Education,Student Organizations,Secondary Education,Postsecondary Education,Technical Institutes,Vocational Training Centers,High School Students,College Graduates,High School Graduates

Missouri career education is preparing young people and adults for the job market and/or further education. It combines academics and job-specific skill training to assist in narrowing the skills gap. This fact sheet shows how Missouri's career education programs are preparing students for the future. [For the 2016-17 Fact Sheet, see ED590196.]
Arizona&apos;s Education Financing and Special Education: A Perfect Storm
Author: McFadden, Erica
Date: 2017-09-00
Type: Reports - Research
Subjects: Educational Finance,Special Education,Public Education,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Individualized Education Programs,Barriers,Charter Schools,Elementary Secondary Education

Public education is different than it was 40 years ago when U.S. schools educated only one in five children with disabilities. Many states had laws excluding certain students from attending public schools, including children who were deaf, blind, or had emotional or intellectual disabilities. In 1974, Arizona students with certain disabilities were either not allowed in schools because they were viewed as unable to be educated, were schooled in separate facilities, or taught at home. As of October 1, 2015, 127,356 students with disabilities make up 11.3% of the student population in Arizona public schools, pre-K through 12th grade. Among this group, 65% are placed inside a regular class for 80% or more of the day. This positive change was sparked by the Individuals with Disabilities Education Act (IDEA), originally titled the Education for All Handicapped Children Act, passed in 1975. The IDEA spells out the requirements to ensure that all children with disabilities have a Free Appropriate Public Education (FAPE) available to them. This report examines the current state of special education in Arizona. It found that one of the biggest barriers to implementing FAPE in Arizona is inadequate funding, which has led to a shortage of well trained and qualified teachers.
Artful Living and Learning
Author: Stark Education Partnership
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Art Education,Preschool Education,Preschool Children,Academic Achievement,Instructional Effectiveness,Achievement Tests,Creativity Tests,Comparative Analysis

Artful Living and Learning is an early childhood educational program based on research that shows an association between improved academic achievement and creativity through immersion in the fine arts in preschool classrooms. The Artful Living and Learning program improves the school readiness of all children -- particularly those who are under served -- bringing opportunities that otherwise might not be in reach (symphony orchestra, art museum, dance or movement, theatre and others). This report contains tables and graphs illustrating the assessment scores for students in the Artful Living and Learning program compared to similar preschool students not participating in the program. Three separate tests are addressed: the Young Children's Achievement Test (YCAT), Thinking Creatively in Action and Movement (TCAM), and the Ohio Achievement Assessment Results (OAA). When students' pre and post test scores were compared for both the YCAT and TCAM, the differences seen were statistically significant in every area for children in the program including general information, reading, math, writing, spoken language, and early achievement as well as fluency, originality, and imagination. This means that the differences shown were not due to chance. Students enrolled in a preschool without the Artful Living and Learning program showed significant progress in only four out of the nine areas combined.
Proof Positive: The First Eight Graduating Classes of Timken Early College High School
Author: Stark Education Partnership
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: High Schools,Urban Schools,Acceleration (Education),High School Graduates,Associate Degrees,College Credits,Higher Education,Outcomes of Education,Success,Low Income Students

In 2005, when the Canton City School District, Stark State College, the Canton Professional Educators Association, and the Stark Education Partnership came to together to establish Timken Early College High School (TECHS), the percentage of young adults in Canton, Ohio with some college or an associate degree was 33%. By TECHS's tenth year of operation in 2015 (the latest figure available) the percentage of young adults with some college or higher had increased to 59.2%. From the onset, TECHS was envisioned not just as a school, but as a culture shifting community &quot;proof-point&quot; that low income, first generation, inner city students can be successful with college-level work. TECHS's eight graduating classes have demonstrated that urban students can succeed in a rigorous academic program and earn both a diploma and an associate degree upon their graduation from high school. TECHS students outperform other early college high schools across the state and nation on key indicators -- graduating high school on-time, graduating with college credit, and graduating with an associate degree.
America&apos;s Children in Brief: Key National Indicators of Well-Being, 2018
Author: Federal Interagency Forum on Child and Family Statistics
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: Crime,Well Being,Birth Rate,High School Graduates,Social Environment,Physical Environment,Public Agencies,Violence,Children,Child Health,Adolescents,Social Indicators,Health Insurance,Mathematics Achievement,Reading Achievement,Child Behavior,Body Weight,Drug Use,Family (Sociological Unit),Family Structure,Sexuality,Smoking,Health Services,Victims of Crime,Poverty,Employment,Ethnic Groups,Racial Differences,High School Students,Drug Abuse,Institutionalized Persons,Correctional Institutions,Juvenile Justice,Delinquency,Homeless People,Socioeconomic Status,Access to Health Care,Safety,Health Behavior,Family Income,Public Schools

This year's &quot;America's Children in Brief: Key National Indicators of Well-Being&quot; continues more than a decade of dedication and collaboration by agencies across the Federal Government to advance our understanding of our Nation's children and what may be needed to bring them a better tomorrow. &quot;America's Children in Brief, 2018&quot; uses both established and previously untapped data sources to characterize vulnerable children across several of the domains included in the Forum's conceptual framework. The measures included provide emerging insight on children who face special and heightened risks to their well-being. Each section of the report addresses why the measure of at-risk children is important and presents information on characteristics of the population of at-risk children. In addition to providing descriptive information on trends on the size of the population ages 0 to 17, this year's report features the following measures: (1) Poverty and extreme poverty; (2) Health insurance continuity; (3) Homelessness; (4) Exposure to violence; (5) Prescription opioid misuse and use disorders; and (6) Residential placement of juveniles. [For the 2016 &quot;Brief,&quot; see ED590231. For &quot;America's Children: Key National Indicators of Well-Being, 2017,&quot; see ED577338.]
The Opportunity Myth: What Students Can Show Us about How School Is Letting Them Down -- And How to Fix It
Author: TNTP
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Opportunities,College Readiness,Career Readiness,Equal Education,At Risk Students,Minority Group Students,Low Income Students,Disabilities,English Language Learners,Educational Quality,Learner Engagement,Teacher Expectations of Students,Assignments,Middle School Students,High School Students,Elementary School Students,Teacher Competencies,Student Attitudes,Grades (Scholastic),Racial Bias,Social Bias

We have been telling students that doing well in school creates opportunities--that showing up, doing the work, and meeting teachers' expectations will prepare them for their futures. Unfortunately, that is a myth. Far too many students graduate from high school still unprepared for the lives they want to lead. They enroll in college and land in remedial courses, or start jobs and discover they are missing skills they need. We wanted to understand why. To do this, we followed nearly 4,000 students in five diverse school systems to learn more about their experiences. What we found was unnerving: classroom after classroom filled with A and B students whose big goals for their lives are slipping further away each day, unbeknownst to them and their families--not because they cannot master challenging material, but because they are rarely given a real chance to try. In fact, most students--and especially students of color, those from low-income families, those with mild to moderate disabilities, and English language learners--spent the vast majority of their school days missing out on four crucial resources: grade-appropriate assignments, strong instruction, deep engagement, and teachers with high expectations. Students spent more than 500 hours per school year on assignments that were not appropriate for their grade and with instruction that did not ask enough of them--the equivalent of six months of wasted class time in each core subject. And middle and high school students reported that their school experiences were engaging less than half the time. In classrooms with more access to these resources, students did better--particularly if they started the school year behind their peers. This lack of access is not random. It is the result of choices adults make at every level of our educational system. We are asking all adults whose choices affect students' experiences to commit to unraveling the opportunity myth. [Kate McGovern and Andy Jacob led the writing and editing for this report. For the Executive Summary, see ED590205.]
The Opportunity Myth: What Students Can Show Us about How School Is Letting Them Down -- And How to Fix It. Executive Summary
Author: TNTP
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Opportunities,College Readiness,Career Readiness,Equal Education,At Risk Students,Minority Group Students,Low Income Students,Disabilities,English Language Learners,Educational Quality,Learner Engagement,Teacher Expectations of Students,Assignments,Middle School Students,High School Students,Elementary School Students,Teacher Competencies,Grades (Scholastic),Racial Bias,Social Bias,Student Attitudes

How can so many students be graduating from high school unprepared to meet their goals for college and careers? Three years ago, TNTP set out to answer that question. Researchers suspected that they could gain a better understanding of students' daily experiences by observing those experiences in action, looking closely at the work students were doing, and most importantly, by asking students directly. Researchers hypothesized that a clearer picture of students' daily experiences could point the way toward changes to policy and practice that would bridge the gap between what students need and what they are getting every day in their classrooms. TNTP partnered with five diverse school systems, rural and urban, district and charter, to listen to students' views on their educational experiences and observe how those experiences played out, in real time, in their classrooms. While &quot;student experiences&quot; include many things within and outside school, TNTP chose to focus on a set of in-school elements that offered a window into what students were doing in their classes and how they perceived that time. Above all, TNTP wanted to understand students' aspirations for themselves, what kind of lives they wanted to lead, and how school was preparing them to live those lives--or letting them down. This Executive Summary discusses the following findings: (1) Students have big, clear plans; (2) Most students do what they are asked in school--but are still not ready to succeed after school; (3) Students spend most of their time in school without access to four key resources: grade-appropriate assignments, strong instruction, deep engagement, and teachers who hold high expectations; (4) Students of color, those from low-income families, English language learners, and students with mild to moderate disabilities have even less access to these resources than their peers; and (5) Greater access to the four resources can and does improve student achievement--&quot;particularly&quot; for students who start the school year behind. [For the full report, see ED590204.]
Food Insecurity during Childhood: Understanding Persistence and Change Using Linked Current Population Survey Data. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2013-03
Author: Kennedy, Sheela
Date: 2013-08-30
Type: Reports - Research
Subjects: Food,Security (Psychology),Hunger,Incidence,Children,Disadvantaged Youth,Persistence,Income,Poverty,Employment,Family Structure,Economic Climate

Our paper examines the prevalence and determinants of children's transitions into and out of food insecurity since 2001. We use longitudinally linked data from the Food Security Supplements to the Current Population Surveys to estimate one-year transition probabilities of entry and exit from food insecurity. Our results indicate that child hunger is typically short-lived, but children experiencing very low food security frequently experience multiple consecutive years of food insecurity. We demonstrate large demographic and socioeconomic differences in rates of entry into very low food security and persistence in children's food insecurity. Income and employment shocks are important predictors of child hunger transitions. Finally, we find that the Great Recession increased the likelihood that children entered into and persisted in food insecurity among children.
Breakfast Report: Health Risk Behaviors of Montana High School Students Who Did Not Eat Breakfast. 2017 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2017-08-21
Type: Reports - Evaluative
Subjects: Health Behavior,High School Students,Risk,Incidence,Eating Habits,Food,Physical Activities,State Surveys

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data for use in other national YRBS reports. Data used in this report are based on a random sample survey of Montana high school students. The weighted data results can be used to make inferences about the priority health-risk behaviors of all high school students in grades 9 through 12 in all schools in Montana. For the purpose of this report, youth classified as not eating breakfast are those who answered &quot;0 days&quot; to the question, 'During the past 7 days, on how many days did you eat breakfast?' Forty-four separate risk behaviors were queried for association with eating breakfast. These findings are presented in bullet, table, and graph forms. Results are broken down by gender, grade level, and white or Native American race.
Native American Trend Analysis. 2017 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Health Behavior,High School Students,Risk,State Surveys,American Indian Students,Trend Analysis,Safety,Violence,Bullying,Suicide,Smoking,Drinking,Drug Abuse,Sexuality,Dietetics,Body Weight,Food,Nutrition,Physical Activity Level,Physical Activities,Physical Education,Athletics,Dental Health,Diseases,Sleep,Grades (Scholastic),Computer Use,Special Education

The purpose of the Youth Risk Behavior Survey (YRBS) is to assist educators and health professionals in determining the prevalence of health-risk behaviors among youth. This report analyzes trends among Native American youth from the Montana YRBS years 2011-2017. Seven sections focus on: (1) Unintentional Injuries and Violence (safety, violence-related behaviors, bullying, and suicide ideation); (2) Tobacco (cigarette smoking, electronic vapor products, and other tobacco products); (3) Alcohol and Other Drugs (alcohol, marijuana, and other drugs); (4) Sexual Behaviors; (5) Dietary Behaviors (body weight, fruit and fruit juices, vegetables, beverages, and breakfast); (6) Physical Inactivity (60 minutes physical activity, screen time, and physical education and sports); and (7) Other Health-Related Topics (dental health, asthma, sleep, grades, indoor tanning devices, and help from resources teachers, speech therapists or other special education teachers). Results compare Native American students to Montana students overall in the YRBS.