ethanporcaro/eric-fulltext-meta huggingface dataset:
Update: Homeless Students Data. Report to the Legislature
Author: Dyer, Melinda
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Homeless People,At Risk Students,School Districts,Enrollment,Instructional Program Divisions,Mathematics Achievement,Science Achievement,Language Proficiency,Graduation Rate,Attendance Patterns,Truancy,Suspension,Expulsion,Racial Differences,Ethnicity,English Language Learners,Special Education,Immigrants,Low Income Students,Academically Gifted,Preschool Education,Kindergarten,Elementary Secondary Education,Place of Residence

Currently, there are more than 1.35 million children and youth experiencing homelessness enrolled in schools across the nation. Students experiencing homelessness are more likely to suffer academically and are less likely to finish school when compared to their housed peers. Homeless students are less likely to engage in school, more likely to have higher absentee rates, and more likely to have lower test scores. The federal McKinney-Vento Act broadly defines homelessness in an effort to provide supports for students living in a variety of unstable housing situations; thus ensuring school stability and continued enrollment at a time when a student's nighttime residence may be constantly changing. In 2001, the McKinney-Vento Act began requiring all school districts to annually report the number of students experiencing homelessness enrolled in their schools. These reports show school districts have reported increased numbers of students experiencing homelessness every year since then. During the 2017-18 school year, 40,365 students were identified as homeless, which amounted to 3.4 percent of students statewide. This report provides next steps for Washington as well as data on homeless student enrollment, academic outcomes and graduation rates.
Recommendations for Providing Career and Technical Education through Alternative Learning Experiences, 2018. Report to the Legislature
Author: Nelson, Rhett
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Nontraditional Education,Educational Finance,Financial Support,Online Courses,Educational Technology,Technology Uses in Education,State Standards,Courses,Audits (Verification),Barriers

Career and technical education (CTE) is a planned program of courses and learning experiences that: (1) begins with exploration of career options; (2) supports basic academic and life skills; and (3) enables achievement of high academic standards, leadership, options for high skill and high wage employment preparation, and advancing and continuing education (Revised Code of Washington [RCW] 28A.700.010). Washington's current basic education funding model provides a CTE enhancement specifically intended to support the implementation of a high quality CTE program. An alternative learning experience (ALE) is a course where some or all of the instruction takes place away from the regular classroom setting or schedule. Both CTE and ALE have state and federal law, regulation, and compliance components. Consistency across all programs is critical to ensure the expected outcomes for students. Providing enhanced funding to ALE programs could expand access and quality of student experiences through the CTE model; however, there are concerns about addressing alignment to CTE standards and student access to the full CTE program components. If the Legislature intends to pursue ALE programs accessing CTE enhanced funding, OSPI recommends a pilot program to determine the appropriate adjustments needed in funding, ALE course type, documentation, and approval processes prior to statewide access of ALE programs for CTE enhancement. A pilot would provide schools the opportunity to demonstrate they can meet the requirements and expectations of CTE and the associated enhanced funding. It will also provide OSPI data and information necessary to inform costs, rules, and systems to support statewide implementation.
Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Twelfth Congress, First Session on Examining beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act (November 8, 2011). Senate Hearing 112-875
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2014-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Change

This hearing of the Committee on Health, Education, Labor, and Pensions examines views on the Elementary and Secondary Education Reauthorization Act. Following opening statements by Honorable Tom Harkin (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Michael B. Enzi (U.S. Senator from the State of Wyoming), the following senators provided statements: (1) Honorable Lamar Alexander, U.S. Senator from the State of Tennessee; (2) Honorable Kay R. Hagan, U.S. Senator from the State of North Carolina; (3) Honorable Michael F. Bennet, U.S. Senator from the State of Colorado; (4) Honorable Rand Paul, U.S. Senator from the State of Kentucky; (5) Honorable Johnny Isakson, U.S. Senator from the State of Georgia; (6) Honorable Al Franken, U.S. Senator from the State of Minnesota; and (7) Honorable Jeff Merkley, U.S. Senator from the State of Oregon. The following witnesses provided statements: (1) Jon Schnur, Co-Founder and Chairman of the Board, New Leaders, New York, New York; (2) Charles Seaton, Teacher, Sherwood Middle School, Memphis City Schools, Memphis, Tennessee; (3) Terry Grier, Superintendent, Houston Independent School District, Houston, Texas; (4) Tom Luna, Idaho Superintendent of Public Instruction, Boise, Idaho; (5) Amanda Danks, Lead Teacher, Wm. S. Baer School, Baltimore City Public Schools, Baltimore, Maryland; (6) Pam Geisselhardt, Gifted and Talented Coordinator, Adair County Schools, Columbia, Kentucky; (7) Fredrick Hess, Resident Scholar and Director of Education Policy, American Enterprise Institute, Washington, DC; (8) Katherine Beh Neas, Senior Vice President for Governmental Relations, Easter Seals, Washington, DC; (9) Wade Henderson, President and CEO, The Leadership Conference, Washington, DC; and (10) Elmer Thomas, Principal, Madison Central High School, Richmond, Kentucky. Additional material includes statements, articles, publications, letters, etc.: (1) Alan Knapp, Director of National Policy--Partnership for 21st Century Skills (P21); (2) National Alliance for Public Charter Schools, submitted by Ursula Wright, Interim President &amp; CEO; and (3) Letters: National Conference of State Legislatures and Melissa Bilash, Special Education Advocate, Wayne, Pennsylvania.
Update: Combined FTE Experience of Students Participating in Running Start. Report to the Legislature
Author: Mahoney, Katherine
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Grade 11,Grade 12,High School Students,Full Time Equivalency,Financial Support,Educational Finance,Enrollment,Program Effectiveness,Enrollment Trends,Student Participation,Dual Enrollment,Equal Education,State Legislation,Community Colleges

Before the 2011-12 school year, eligible students in the 11th and 12th grades were funded by the state for a combined maximum of 2.0 full-time equivalent (FTE) in both high school and the Running Start program each year. In 2011, the Legislature established a limit to this funding for a combined maximum enrollment of 1.2 FTE over one school year. Consequently, the Legislature directed the Office of Superintendent of Public Instruction (OSPI), working with the State Board for Community and Technical Colleges (SBCTC), the Higher Education Coordinating Board (now the Washington Student Achievement Council [WSAC]), and the Education Research and Data Center (ERDC) to annually report to the Legislature on the combined FTE experience of students participating in the program. This report summarizes what, if any, impact the reduction in FTE to 1.2 has had on student course enrollment patterns in Running Start. Efforts to provide a full-time equivalent analysis are confounded by the challenges in crosswalking credit reporting between the SBCTC and OSPI student information systems. Consequently, this report relies on the collection and analysis of data reported in the K-12 Comprehensive Education Data and Research System (CEDARS). Data reported in this update show a persistent increase in Running Start participation. After a nominal increase in the year following the implementation of the 1.2 FTE limit, overall Running Start participation has increased from 12,089 in 2010 to 27,832 students completing at least one Running Start course in 2018. There is a strong indication the 1.2 FTE limitation is not negatively impacting overall student participation in the Running Start program. With the inclusion of dual credit as a School Quality and Student Success Measure for the Washington School Improvement Framework, overall system improvement and equity of access is a focus across the state.
Public-Private Solutions to Educating a Cyber Workforce. Joint Hearing before the Subcommittee on Cybersecurity and Infrastructure Protection of the Committee on Homeland Security, House of Representatives and the Subcommittee on Higher Education and Workforce Development of the Committee on Education and the Workforce, House of Representatives, One Hundred Fifteenth Congress, First Session (October 24, 2017). Serial Nos. 115-34 and 115-38
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Labor Force Development,Computer Security,Higher Education,Hearings,Partnerships in Education,Private Sector,Public Sector,Computer Science Education,College Students,School Business Relationship,Elementary Secondary Education,Labor Needs,Employment Opportunities,Training

This document records testimony from a joint meeting of the Subcommittee on Cybersecurity and Infrastructure Protection and the Subcommittee on Higher Education and Workforce Development regarding public-private solutions to educating a cyber workforce. Member statements were presented by: (1) Honorable John Ratcliffe, Chairman, Subcommittee on Cybersecurity and Infrastructure Protection; (2) Honorable Cedric L. Richmond, Ranking Member, Subcommittee on Cybersecurity and Infrastructure Protection; (3) Honorable Bennie G. Thompson, Ranking Member, Committee on Homeland Security; (4) Honorable Brett Guthrie, Chairman, Subcommittee on Higher Education and Workforce Development; (5) Honorable Susan A. Davis, Ranking Member, Subcommittee on Higher Education and Workforce Development; and (6) Honorable Virginia Foxx, Chairwoman, Committee on Education and the Workforce. Witness statements were presented by: (1) Stephen A. Cambone, Associate Vice Chancellor, Texas A&amp;M University System; (2) Douglas C. Rapp, President, Rofori Corporation-DEFCON Cyber, Testifying on Behalf of the Cyber Leadership Alliance; (3) David Jarvis, Security and CIO Lead, IBM Institute for Business Value; and (4) R. Scott Ralls, President, Northern Virginia Community College. Appendices include: (1) Questions from Chairman John Ratcliffe for Stephen A. Cambone; (2) Questions from Chairman John Ratcliffe for Douglas Rapp; (3) Question from Chairman John Ratcliffe for David Jarvis; (4) Question from Chairwoman Virginia Foxx for David Jarvis; and (5) Questions from Chairwoman Virginia Foxx for Scott Ralls.
Special Education Safety Net Study, 2018. Report to the Legislature
Author: Parrish, Mary Ellen
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Special Education,Educational Finance,Financial Support,State Legislation,School Districts,State Aid,Technical Assistance

Safety Net funding is available to local education agencies (LEAs) that demonstrate a need for special education funding in excess of state and federal funding available to the LEA. The Office of Superintendent of Public Instruction (OSPI) publishes an annual Safety Net bulletin and application forms. House Bill 2242, Sec. 408 (2017) directed the Office of Superintendent of Public Instruction (OSPI) to review the current Safety Net process, make recommendations of possible adjustments to improve the Safety Net process, and to evaluate the appropriate funding level to meet the purpose of Safety Net. House Bill 2242 (2017) required the Superintendent to submit recommendations to the governor, as well as the legislative education and operating budget committees by November 1, 2018. In September 2017, Superintendent of Public Instruction Chris Reykdal selected a diverse workgroup of 21 individuals from around the state with knowledge of special education program delivery and funding to perform the requested study. The Superintendent carefully reviewed and considered the outcomes of the workgroup and the approved recommendations fall into two groups: (1) Changes to the process that do not have a fiscal impact and are included in draft revisions to Revised Code of Washington (RCW) and Washington Administrative Code (WAC), where appropriate; and (2) Changes that have a fiscal impact include changes to the special education multiplier, increased full-time equivalent (FTE) for Safety Net, and development of an electronic submission process. The purpose of this report is to summarize the efforts of the Special Education Safety Net Legislative Workgroup between October 2017 and August 2018, as well as to describe the recommendations for changes.
Issue Brief: Social Services
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-07-00
Type: Reports - Research
Subjects: Social Services,High School Students,Dropout Prevention,Dropouts,At Risk Students,Incidence,Educational Improvement,High Schools,Public Schools,School Size,Poverty,Graduation Rate,Geographic Location,Principals,Progress Monitoring,Learner Engagement,Mental Health,Health Services,Student Needs

In 2014-15, the high school graduation rate reached a record high of 83 percent (U.S. Department of Education 2016). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. All findings are based on self-reported data from school principals. This brief on social services is the ninth in a series of briefs being released this year with key findings about these high school improvement strategies.
The Key to America&apos;s Global Competitiveness: A Quality Education. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Twelfth Congress, Second Session on Examining the Key to America&apos;s Global Competitiveness, Focusing on a Quality Education (March 8, 2012). Senate Hearing 112-902
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2014-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Advisory Committees,Administrator Attitudes,Public Officials,Competition,Economic Development,College Faculty,Teacher Attitudes,Educational Quality,Role of Education,Labor Force Development,Educational Attainment,Social Mobility,Social Differences,Equal Education,Organizations (Groups),Legislators

This hearing of the Committee on Health, Education, Labor, and Pensions examines the key to America's global competitiveness, focusing on a quality education. Following opening statements by Honorable Tom Harkin (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Michael B. Enzi (U.S. Senator from the State of Wyoming), the following senators provide statements: (1) Honorable Kay R. Hagan, U.S. Senator from the State of North Carolina; (2) Honorable Jeff Bingaman, U.S. Senator from the State of New Mexico; and (3) Honorable Al Franken, U.S. Senator from the State of Minnesota. The following witnesses provide prepared statements: (1) Jennifer Mann, Vice President, Human Resources, SAS Institute, Cary, North Carolina; (2) Charles Kolb, M.A., J.D., President of the Committee for Economic Development (CED), Washington, DC; (3) Eric A. Hanushek, Ph.D., Paul and Jean Hanna Senior Fellow, Hoover Institution, Stanford University, Stanford, California; and (4) Richard Murnane, Ph.D., Juliana W. and William Foss Thompson Professor of Education and Society, Harvard University Graduate School of Education, Cambridge, Massachusetts.
Issue Brief: Mentoring
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-01-00
Type: Reports - Research
Subjects: Mentors,High School Students,At Risk Students,Dropout Prevention,National Surveys,High Schools,Institutional Characteristics,School Size,Poverty,Graduation Rate

In 2014-15, the high school graduation rate reached a record high of 83 percent (U.S. Department of Education 2016). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on mentoring is the fifth in a series of briefs being released this year with key findings about these high school improvement strategies.
The Effect of Project-Based Arduino Educational Robot Applications on Students&apos; Computational Thinking Skills and Their Perception of Basic STEM Skill Levels
Author: Karaahmetoglu, Kübra
Date: 2019-12-00
Type: Journal Articles
Subjects: Robotics,Thinking Skills,Programming,Student Projects,Active Learning,Secondary School Students,Foreign Countries,Comparative Analysis,Measurement,Teaching Methods,Computer Science Education,Student Attitudes,STEM Education,Reliability,Pretests Posttests

The aim of this study is to investigate the effects of project-based Arduino educational robot applications on students' computational thinking skills and their perception of STEM skill levels. The study group consists of 6th grade students from 2 different secondary schools from Turkey. Within the scope of the research, classes were assigned to experimental and control groups neutrally. There are 15 students in the control group and 18 students in the experimental group. The experimental study continued for 11 weeks in both groups. In the experimental group, project-based Arduino educational robot applications were applied in classes whereas in the control group, project development activities were carried out with block based programming tool. The research data were collected by using the computer-based skill level scale ([alpha] = 0.809) and the Basic STEM Skill Levels scale ([alpha] = 940). The mean, standard deviation, minimum, and maximum, Mann-Whitney U tests were used for independent measurements and the associated measurements were performed on the collected data. At the end of the research, it was determined that activities based on block based robotic programming tool did not have a significant effect on both students' total scores of STEM skills and scores related to factors, but when computational thinking skills were analyzed, it was found that they contributed significantly more than the total score and problem solving factor based on block based programming tool.
Improving Fraction Understanding in Sixth Graders with Mathematics Difficulties: Effects of a Number Line Approach Combined with Cognitive Learning Strategies
Author: Barbieri, Christina A.
Date: 2019-06-20
Type: Reports - Research
Subjects: Fractions,Mathematics Instruction,Intervention,Mathematical Concepts,Pretests Posttests,Comparative Analysis,Correlation,Learning Strategies,Middle School Students,Attention Control,Teaching Methods,Grade 6,Instructional Effectiveness,Learning Processes,Student Behavior,Numbers,Evidence Based Practice,Intelligence Tests,Short Term Memory,Receptive Language,Learning Problems,Middle School Mathematics

The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or to a business-as-usual control who received their school's intervention (n = 23). The experimental intervention occurred over 6 weeks (27 lessons). Fraction number line estimation, magnitude comparisons, concepts, and arithmetic were assessed at pretest, posttest, and delayed posttest. The experimental group demonstrated significantly more learning than the control group from pretest to posttest, with meaningful effect sizes on measures of fraction concepts (g = 1.09), number line estimation as measured by percent absolute error (g = -0.85), and magnitude comparisons (g = 0.82). These improvements held at delayed posttest 7 weeks later. Exploratory analyses showed a significant interaction between classroom attentive behavior and intervention group on fraction concepts at posttest, suggesting a buffering effect of the experimental intervention on the normally negative impact of low attentive behavior on learning. A number line-centered approach to teaching fractions that also incorporates research-based learning strategies helps struggling learners to make durable gains in their conceptual understanding of fractions. [This paper will be published in the &quot;Journal of Educational Psychology.&quot;]