ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving STEM Education Forward: National Priorities and the National Science Foundation&apos;s DR K-12 Program
Author: Riley, Derek
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: STEM Education,Elementary Secondary Education,Educational Research,Research and Development,Educational Development,Educational Practices,Disproportionate Representation,Educational Improvement,Common Core State Standards,Access to Education,Educational Technology,Teacher Education,Educational Assessment,Formative Evaluation,Transfer of Training

This brief describes examples of research and development (R&amp;D) sponsored by the National Science Foundation (NSF) that are designed to advance knowledge and practice in science, technology, engineering, and mathematics (STEM) education. It highlights just a few of the many R&amp;D projects that have the potential to equip educators in pursuing national priorities for STEM education. The national priorities cited in this report are among those identified in recent years by expert committees, with members drawn from the STEM professions, the military, business and industry, as well as from education policy, research, and practice. Under one NSF program, Discovery Research K-12 (DR K-12), grantees pursue research questions and develop resources, models, and tools for students and teachers in STEM. This report describes a sampling of DR K-12 projects that could, if successful, give life to the recommendations made by the experts. Staff of the Community Advancing Discovery Research in Education (CADRE) reviewed recent national reports to identify recommendations for STEM education that will depend on better resources, models, and tools for their enactment. CADRE identified nine priorities that recur across multiple reports, each having direct implications for practice in teaching and learning. For each priority, this brief presents several specific recommendations culled from the reports, followed by capsule descriptions of a few of the DR K-12 projects that are already working in these areas. These projects serve as examples, intended to illustrate the rich variety of work under way in the DR K-12 portfolio.
Partnership Building as a Broadening-Participation Strategy: Helping Researchers and Developers Bridge the Gaps in STEM Education. CADRE Brief
Author: Stiles, Jennifer
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: African Americans,Hispanic Americans,American Indians,Females,Disproportionate Representation,STEM Education,Professional Personnel,Occupational Aspiration,Identification (Psychology),Interdisciplinary Approach,Partnerships in Education,Community Colleges,Institutional Cooperation,Minority Group Students,Black Colleges,Elementary Secondary Education,Higher Education,School Community Relationship,Community Programs

This brief examines the continued underrepresentation of African Americans, Latinos, Native Americans, and women of all racial and ethnic backgrounds in Science, Technology, Engineering, and Mathematics (STEM) fields; explains the benefits of collaboration around broadening participation; and offers guidance on building partnerships as a strategy for bridging the gaps in STEM education.
Creating Inclusive PreK-12 STEM Learning Environments
Author: Powell, A.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Preschool Education,STEM Education,Participation,Inclusion,Access to Education,Equal Education,Family Involvement,Instructional Materials,Educational Policy,Teacher Competencies

Broadening participation in PreK-12 Science, Technology, Engineering, and Mathematics (STEM) provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce. In this way, broadening participation has the potential to transform society by reducing social and economic inequities, and by bringing new knowledge to scientific problems and solutions. Schools, districts, and states must take deliberate action to broaden participation and create inclusive learning environments. These actions will vary at each level of the education system. This brief highlights steps for education decision-makers to take to improve STEM education for ALL students.
Quality and Improvement in Scottish Education, 2012-2016
Author: Education Scotland
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Educational Improvement,Educational Change,Excellence in Education,Equal Education,Elementary Secondary Education,Foreign Countries,Educational Psychology,Language of Instruction,Indo European Languages,Educational Trends,Trend Analysis,Private Colleges,Special Schools,Correctional Education,Service Learning,Career Guidance,Residential Schools,Child Care,Academic Achievement,Early Childhood Education

This report summarises findings from inspections and other evaluative activities carried out by Education Scotland over the period January 2012 to June 2016. It seeks to draw out some of the key features and trends that we have seen as education providers have sought to develop and improve their services over that period of time. During the period covered by this report, Scottish education has gone through a period of very significant reform impacting on every part of the system. Across all sectors, establishments and services have focused strongly on developing their provision to take account of key national policies and their associated strategies. All these changes have taken place in a context of continuing constraints on public spending. This report reflects the distance that Scottish education has travelled since 2012, capitalising on the range of reforms that have been underway. It also shows clearly that there is still further to travel on that journey to realise the collective national ambition of achieving excellence and equity for all Scottish learners. [For &quot;Quality and Improvement in Scottish Education: Trends in Inspection Findings 2008-2011,&quot; see ED535359.]
A Comparison of Federally Funded Sample Surveys on Postsecondary Education: Areas of Alignment and Variation
Author: Topper, Amelia M.
Date: 2017-08-00
Type: Reports - Research
Subjects: National Surveys,Postsecondary Education,Alignment (Education),Educational Policy,Data Collection,Student Financial Aid,Academic Achievement,Academic Persistence,Education Work Relationship,Undergraduate Students,Graduate Students,Longitudinal Studies,Prior Learning,High School Students,Grade Point Average,Employment Patterns,College Graduates,College Choice,Credentials,College Readiness,Career Readiness,Career Choice,Satisfaction

Issues of postsecondary education access and attainment have a direct impact on individuals' social and economic mobility, the labor market, and the nation's ability to stay globally competitive. Sample surveys--cross-sectional or longitudinal surveys of a subpopulation of individuals--on precollege experiences and preparation, postsecondary enrollment and persistence, and workforce transitions are relevant to across federal agencies, many of which rely on these data to inform policy and planning decisions. The National Postsecondary Education Cooperative--Sample Surveys (NPEC-S) commissioned this paper to provide a holistic view of the policy questions guiding existing federally funded sample surveys on postsecondary activity, assess where their survey components align and vary, and determine whether they overlook some aspects and outcomes of the postsecondary education experience. This report adds to the existing postsecondary data literature by examining efforts of existing federal sample surveys with education components, the policy questions they address or overlook, and in what ways they overlap or vary in purpose and data collected.
Community Learning and Development (CLD) Planning: An Aspect Review of Progress Made in Implementing the CLD Regulations
Author: Education Scotland
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Community Planning,Community Development,Foreign Countries,Educational Legislation,Federal Legislation,School Districts,Local Government,Inspection,Partnerships in Education,Educational Assessment,Needs Assessment,Community Needs,Educational Improvement

In June 2012 the Scottish Government issued the &quot;Community Learning and Development (CLD) Strategic Guidance.&quot; While directed at Community Planning Partnerships (CPPs) and recognising the vital role played by a wide range of organisations and services, the guidance clearly identifies a lead role for local authorities 'to provide clear leadership and direction, and to drive the action needed to ensure we maximise the contribution of CLD partners in the reform of public services'. This expectation was formalised by &quot;The Requirements for Community Learning and Development (Scotland) Regulations 2013&quot; (&quot;the CLD Regulations&quot;), which place a legal requirement on local authorities to fulfil this role. The &quot;CLD Regulations&quot; place a duty on local authorities to secure the delivery of community learning and development in their area, working with other CLD providers and communities. As an output of this process, the local authority must publish a plan every three years setting out: (1) what action it and its partners intend to take to provide CLD over the period of the plan; (2) how delivery will be coordinated by the local authority; and (3) what needs have been identified but will not be met during the relevant three years. The first plans made under this legislation were published by 1 September 2015. The CLD team in Education Scotland began to look at these plans within an aspect review. Education Scotland published an initial report on the plans shortly after their submission. Following that report Her Majesty's Inspector of Schools (HMI) visited a number of authorities to look at implementation of the policy in more depth. This report outlines their findings.
Trenton Public Schools: Budget Impacts of Underfunding and Rapid Charter Growth
Author: Farrie, Danielle
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Public Schools,Educational Finance,Budgets,Financial Problems,Charter Schools,Common Core State Standards,State Aid,Expenditure per Student,Financial Support,Funding Formulas,Elementary Secondary Education,Enrollment Trends,State Legislation,Educational Legislation,Special Education,Disabilities,Resource Allocation

Trenton Public Schools (TPS) have faced multiple years of fiscal turmoil as the district struggles to provide students with the resources required to meet the State's Core Curriculum Content Standards (CCSS). Under the tenure of Governor Chris Christie, the State failed to provide the state aid needed to support the district's budget, eroding essential resources in district schools and depriving students of the opportunity for a thorough and efficient education. At the same time, the Governor's Department of Education (DOE) has approved and allowed charter schools to expand rapidly in Trenton, draining an increasing amount of funds from TPS's already flat budget. In this report the author analyzes the impact of the TPS budget crisis on per pupil spending and staff levels in district schools. The author finds that the combined stress of chronic underfunding and rapid charter expansion has significantly lowered spending and reduced staff and programs in district schools.
Apprenticeship Training in British Columbia: What We Can Learn from the 2016 Apprenticeship Student Outcomes Survey. Report of Findings
Author: BC Stats (Canada)
Date: 2017-09-00
Type: Reports - Research
Subjects: Apprenticeships,Postsecondary Education,Student Attitudes,Program Effectiveness,Student Characteristics,Student Experience,Workplace Learning,On the Job Training,Employment Level,Occupations,Foreign Countries,Vocational Education,Student Satisfaction

The 2016 Apprenticeship Student Outcomes (APPSO) Survey is the twelfth annual survey of former apprenticeship students. Former students who completed their apprenticeship training at a B.C. post-secondary institution between July 1, 2014 and June 30, 2015 were eligible for this survey. These former students were surveyed by telephone and online from January to May 2016. This report presents a summary of the findings for the 2016 APPSO Survey. The majority of the results presented are for respondents who took traditional apprenticeship training. Where possible, the results for progressive credential programs are also presented. The report is organized into the following sections: (1) details about the former students who were surveyed and what they studied; (2) their in-school experiences; (3) their workplace training experiences; and (4) their subsequent labour force participation, employment, and occupations. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, Skills and Training and participating British Columbia post-secondary institutions. Additional funding for the APPSO Survey is provided by the Industry Training Authority. For the &quot;2015 Apprenticeship Student Outcomes Survey: Report of Findings,&quot; see ED590402.]
Early Career Researchers and Developers in the DR K-12 Program: Needs, Supports, and Recommendations
Author: Riley, Derek
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Novices,Educational Researchers,Elementary Secondary Education,STEM Education,Professional Development,Needs

This Community for Advancing Discovery Research in Education (CADRE) Early Career identifies needs, supports and recommendations for early career researchers and developers in the Discovery Research (DR) K-12 program, as well as in the broader field of Science, Technology, Engineering, and Mathematics (STEM) education research and development (R&amp;D). This brief explores early career and veteran perspectives related to the following questions: (1) What topics and types of supports for professional growth do early career researchers and developers need and receive?; (2) To what extent have sources of support proven helpful for early career professional growth, and how?; and (3) How might the support and professional development of early career researchers and developers be improved? After discussing methods and the professional experience of survey respondents, the brief turns to the topics on which early career respondents said they needed and received support, followed by topics on which veteran principal investigators (PIs) provided support. Then, the authors discuss a variety of sources of early career support, along with their contributions to early career growth. The brief concludes with recommendations for key actors involved with early career professional growth in the DR K-12 program.
Innovation Zones: Creating Policy Flexibility for Competency-Based Personalized Learning. Issue Brief
Author: Patrick, S.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Educational Policy,State Policy,Competency Based Education,Barriers,Student Centered Learning,Educational Legislation,State Legislation,State Regulation

Innovation zones help state policy leaders create space in state policy for local educators to design innovative education models. They allow local districts or schools to request a waiver from outdated state policies and regulations that communities have identified as a barrier to high-quality, student-centered learning. These models are also known as &quot;districts of innovation&quot; or &quot;schools of innovation;&quot; the concept name varies from state to state. This issue brief describes innovation zones, explains why they are important, and provides examples of legislation, statutes or regulations creating innovation zones. It concludes with a recommendation for state policymakers.
Redesigning Systems of Assessments for Student-Centered Learning. Issue Brief
Author: Patrick, S.
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Student Evaluation,Evaluation Methods,Educational Policy,Federal Legislation,Educational Legislation,Elementary Secondary Education,Competency Based Education,Performance Based Assessment,Accountability

This issue brief discusses opportunities for states under the Every Student Succeeds Act (ESSA) to redesign systems of assessments to support student-centered learning. In addition, this brief introduces &quot;balanced systems of assessments&quot; and &quot;assessment literacy&quot; as two key concepts required for long-term sustainable systems transformation to student-centered learning.
State Funding Strategies to Support Education Innovation. Issue Brief
Author: iNACOL
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Competency Based Education,Capacity Building,Fund Raising,Educational Finance,State Aid,Mastery Learning,Individualized Instruction,Student Evaluation,Federal Aid,Innovation,Educational Equity (Finance),Barriers,Funding Formulas

To effectively plan, launch and scale high-quality personalized, competency-based learning models, most educators and school leaders require intentional, sustained capacity-building supports. Therefore, states are identifying sustainable funding strategies for statewide initiatives to build this capacity. Options include state funding for a network of competency-based education schools, professional learning communities or pilot programs. This issue brief offers state policy strategies and five action steps for funding innovation in K-12 education. [DeQuendre Bertrand, Ashley Jones, and Chris Sturgis contributed to this report.]
A Targeted Study of the DR K-12 Engineering Education Projects
Author: Sahni, Sarah D.
Date: 2013-10-09
Type: Reports - Research
Subjects: Educational Research,Elementary Secondary Education,Engineering Education,STEM Education,Educational Innovation,Educational Development,Design,Faculty Development,Cooperative Learning,Course Content,Integrated Curriculum,Outcomes of Education

Innovative K-12 science, technology, engineering, and mathematics (STEM) education has been recognized by policy-makers as important to future economic growth. However, in practice, the science and mathematics domains receive more attention than technology and engineering. This may change given the prominence of engineering in the &quot;Next Generation Science Standards&quot; (NGSS), which could drive innovation within the engineering and technology domains, resulting in the long-term, in greater representation of these domains in K-12 education. Because engineering education is drawing increased attention from STEM policy-makers, it is an opportune time to take stock of the current status of ongoing innovation in K-12 engineering education; therefore, the Community for Advancing Discovery Research in Education (CADRE) conducted a brief targeted study to investigate the work that is being funded in K-12 engineering education within the National Science Foundation's (NSF's) Discover Research K-12 (DR K-12) program. NSF's DR K-12 program seeks to enhance the teaching and learning of STEM in the nation's K-12 education system by funding the &quot;development, testing, deployment, effectiveness, and/or scale-up of innovative resources, models and tools&quot; in a range of STEM areas, including engineering. This document describes the K-12 engineering education work that is being furthered within this specific important program funded by NSF. It begins with a description of the methodology used in this targeted study, and then describes findings related to engineering definitions, products and activities, content and practices, integration, context, outcomes, and variation by project characteristics. The Appendix includes short summaries of the projects included in this review. These summaries give a sense of each project's activities, goals, and the components related to engineering education. The National Research Council (NRC) report, &quot;Engineering in K-12 Education: Understanding the Status and Improving the Prospects&quot; (ED536339), along with feedback from DR K-12 Principal Investigators (PIs), guided the conceptual base of the current study's examination of engineering-related projects funded by the DR K-12 program. This targeted study revealed a variety of themes, as well as contrasts, that characterize engineering education across the DR K-12 Engineering projects. Findings revealed that engineering in these projects was functionally synonymous with engineering design, and that engineering content tends to be integrated with other STEM content. Professional development played a key role in these projects.
State Policy &amp; K-12 Competency-Based Education. Issue Brief
Author: Frost, Dale
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Elementary Secondary Education,Competency Based Education,Definitions,Educational Strategies,Educational Change,Educational Legislation,Federal Legislation,Accountability

Competency-based education is a next generation learning model that focuses on all students achieving mastery, preparing them for success in college, careers and civic life. State leaders can support policy for K-12 competency-based education to help all students succeed. This iNACOL Issue Brief provides an overview of competency-based education, and provides policy recommendations and resources for policymakers who are ready to take the next step.
From Selectivity to Success: Latinos at Selective Institutions
Author: Santiago, Deborah A.
Date: 2016-05-00
Type: Reports - Research
Subjects: Hispanic American Students,Colleges,Selective Admission,College Students,Enrollment,Graduation Rate,Expenditure per Student,Student Recruitment,School Holding Power,State Universities,Private Colleges

The most selective institutions of higher education are recognized by their competitive admissions, low admittance rates, high cost to attend, and the prestige garnered from achievements of their alumni. Hispanics' graduation rates at the most selective institutions of higher education are higher than at less selective institutions. Yet, only 12 percent of Latinos are enrolled at these institutions. At a time when more attention is given to the benefits of attending a selective institution and these institutions look to increase the diversity of their student body, it is critical to look at how they contribute to Latino student success. &quot;From Selectivity to Success: Latinos at Selective Institutions&quot; examines the profile of Latino students at the most selective institutions and reviews the institutional efforts at four universities in California to frame a better understanding of factors that might explicitly and intentionally support Latino student success. The research and analysis for this brief were supported by the Gilbert and Jacki Cisneros Foundation.
What&apos;s Possible with Personalized Learning? An Overview of Personalized Learning for Schools, Families &amp; Communities
Author: Friend, Bruce
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Student Centered Learning,Competency Based Education,Definitions,Educational Change,Student Evaluation,Mastery Learning,Blended Learning,Case Studies

The goal of this report is to inform schools, families and communities about the potential of personalized learning and empower them with ways to support the shift to student-centered learning. The authors define personalized learning and describe why it matters. They highlight examples of personalized learning in action to show how personalized learning differs from traditional learning and to show what personalized learning means for students and teachers. They provide recommendations for the ways in which parents, families and communities can support the transformation of their schools.