ethanporcaro/eric-fulltext-meta huggingface dataset:
Sexual Assault on Campus: Working to Ensure Student Safety. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Sexual Assault on Campus, Focusing on Working to Ensure Student Safety (June 26, 2014). Senate Hearing 113-840
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Sexual Abuse,Rape,Violence,Crime,College Students,College Environment,School Safety,At Risk Students,Educational Legislation,Federal Legislation,Higher Education,Victims of Crime,School Responsibility,Educational Policy,Technical Assistance,Resources,Law Enforcement,Compliance (Legal)

This hearing is the 11th in a series of hearings to inform the Committee on Health, Education, Labor, and Pensions about the reauthorization of the Higher Education Act. The focus is on campus sexual assault--a topic of profound importance. Too many students are being assaulted on the Nation's college campuses. According to current research, an estimated 1 in 5 women are sexually assaulted or victims of attempted sexual assault while in college. Following opening statements by Honorable Tom Harkin, Chairman, Committee on Health, Education, Labor, and Pensions, and Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee, the following senators provide statements: (1) Honorable Parry Murray, a U.S. Senator from the State of Washington; (2) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (3) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (4) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (5) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; and (6) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island. Prepared witness statements are offered by: (1) Catherine Lhamon, J.D., Assistant Secretary for Civil Rights, U.S. Department of Education, Washington, DC; (2) James L. Moore, III, Compliance Manager, Clery Act Compliance Division, U.S. Department of Education, Philadelphia, Pennsylvania; (3) Emily Renda, Special Intern, Office of the Vice President and Chief Student Affairs Officer, University of Virginia, Charlottesville, Virginia; (4) John Kelly, Student, Tufts University, Medford, Massachusetts; and (5) Jane Stapleton, Co-Director of Prevention Innovations: Research and Practices for Ending Violence Against Women, University of New Hampshire, Durham, New Hampshire. Additional materials include: (1) Prepared statement of Senator Blumenthal; (2) Prepared statement of Senator McCaskill; (3) Prepared statement of Jocelyn Samuels, Acting Assistant Attorney General, Civil Rights Division, U.S. Department of Justice; (4) Letter from American Civil Liberties Union; (5) Response by Catherine Lhamon to questions of: Senator Alexander, Senator Whitehouse, and Senator Kirk; and (6) Response by James L. Moore, III to questions of: Senator Alexander and Senator Kirk.
Guide for Planning Coaching for SEAs/LEAs to Establish a Unified and Comprehensive System of Learning Supports
Author: Center for Mental Health in Schools at UCLA
Date: 2013-10-00
Type: Guides - General
Subjects: Coaching (Performance),Leadership,Mentors,School Districts,State Departments of Education,Planning,Capacity Building,Educational Change,Change Agents

In transforming education, well-designed leadership coaching and mentoring can make a critical difference in effectively building capacity for systemic change. Both internal and external coaches and mentors play key roles. Over time, the aim is to prepare a cadre of internal leaders so they become the primary system change agents and capacity builders for replicating and sustaining new directions on a large scale. For example, in working with a SEA and regional agencies, a coach/mentor should enable the leadership to facilitate the establishment and capacity building of system change mechanisms at LEAs. Leaders at LEAs should learn how to facilitate establishment and capacity building of system change mechanisms at schools.
Raising All Boats: Identifying and Profiling High-Performing California School Districts
Author: Huberman, Mette
Date: 2012-09-00
Type: Reports - Research
Subjects: School Effectiveness,High Achievement,Educational Improvement,Resistance to Change,Leaders,Principals,Instructional Leadership,Unions,School Districts,Teacher Collaboration,Teacher Attitudes,Budgeting,Retrenchment,Public Schools,School Choice,Academic Achievement,Student Needs

This study is designed to increase understanding of the district's role in school improvement and factors contributing to the success of districts and their schools. American Institutes for Research (AIR), as a partner in the California Comprehensive Center at WestEd, has identified high-performing districts in California to learn from their success and to share their practices with others. The authors have focused on selected district and school leaders' perspectives on the strategies they considered most influential in their success, with a particular emphasis on the interaction between these districts and their schools. The study builds on previous work carried out by AIR as part of the California Comprehensive Center, in which the authors have identified and profiled high-performing schools, turnaround schools, districts performing well with students in special education, and a matched sample of lower and higher performing schools for the purpose of knowledge sharing through school visitations. In six districts, the authors conducted interviews with a leader from the district office and three principals from a randomly selected elementary school, middle grades school, and high school to inquire as to the strategies perceived as most contributing to their success. These findings suggest that the pursuit of excellence may need to be tailored, at least somewhat, to each unique situation. This seems to suggest the advantage of coupling clear goals, methods for measuring progress, and accountability with local flexibility in regard to goal realization.
California Higher Education Report Card, 2018
Author: Siqueiros, Michele
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,College Preparation,Access to Education,Student Costs,High School Graduates,Enrollment,Graduation,Educational Attainment,Whites,African Americans,Hispanic Americans,Asian Americans,Pacific Americans,Hawaiians

The California higher education system has not kept pace with changing workforce demands or the needs of California's racially diverse population. Fewer than half of adults in California have a college credential but by 2030, 60% will need a college education to meet workforce demand and racial equity gaps will need to be entirely eliminated. In the next 12 years, California will need to produce 1.65 million more college credentials and we are not on track to get there. The 2018 California Higher Education Report Card is a snapshot of California's performance in college preparation, access, affordability and completion today compared to where we need to be in 2030. The grades reflect progress toward a 60% college attainment goal and progress toward eliminating the racial equity gaps by 2030.
Early Support for Infants and Toddlers: 2016-2017 Annual Performance Report
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2018-05-17
Type: Reports - Evaluative
Subjects: Early Intervention,Infants,Toddlers,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Educational Indicators,Transitional Programs,School Districts,Preschool Education,Compliance (Legal),Individualized Family Service Plans,Family Environment,Annual Reports

Under the Individuals with Disabilities Act (IDEA), the Interagency Coordinating Council (ICC) of each jurisdiction that receives funds under Part C of the IDEA must prepare and submit to the Secretary of the U.S. Department of Education and to the Governor of its jurisdiction an annual report on the status of the early intervention programs for infants and toddlers with disabilities and their families operated within the State. Early Learning (DEL) is the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DEL, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. During Federal Fiscal Year (FFY) 2016, the ESIT program held contracts with 25 Local Lead Agencies (LLAs) statewide in order to ensure that all families have equitable access to a locally coordinated system of early intervention services. As a result, 16,137 eligible infants, toddlers and their families received early intervention services during the past year. The types of organizations that administered each local early intervention system included: 1 county health district, 4 county human service agencies, 1 combined health and human services agency, and 15 nonprofit agencies; and 4 educational service districts. To ensure services are coordinated and conform to IDEA Part C requirements, each LLA develops and maintains subcontracts or local interagency agreements and local plans with individual early intervention providers or providing organizations within their geographic service area. This past year, the ESIT program met the following targets: (1) Services in natural environments (Indicator 2); (2) Child Find (Indicators 5 and 6); (3) Early childhood transition with the development of timely IFSPs with transition steps and services at least 90 days, and at the discretion of all parties, not more than nine months, prior to the toddler's third birthday (Indicator 8A); and (4) Early childhood transition with timely notifications to the State Educational Agency (SEA) and the Local Educational Agency (LEA) where the toddler resides at least 90 days prior to the toddler's third birthday for toddlers potentially eligible for Part B preschool services (Indicator 8B). ESIT had no mediations that resulted in mediation agreements. ESIT has very high compliance, above 95% for timely provision of services (Indicator 1). This was an increase of 1.36% from the previous year. Another indicator above 95% was conducting timely transition conferences, which was a 3.04% increase from the previous year.
Early Support for Infants and Toddlers: 2016-2017 Year-to-Year Reports
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Early Intervention,Infants,Toddlers,Disabilities,Educational Legislation,Federal Legislation,Educational Indicators,Compliance (Legal),Ethnic Groups,Eligibility,Conflict Resolution,Arbitration

The Department of Children, Youth and Families (DCYF) is the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DCFY, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. During Federal Fiscal Year (FFY) 2016, the ESIT program held contracts with 25 Local Lead Agencies (LLAs) statewide in order to ensure that all families have equitable access to a locally coordinated system of early intervention services. As a result, 16,137 eligible infants, toddlers and their families received early intervention services during the past year. Annually, each state must report to the public: (1) The number and percentage of children with disabilities, by race, gender, and ethnicity, who are receiving early intervention services; (2) The number and percentage of children with disabilities, by race, gender, and ethnicity, who, from birth through age 2, stopped receiving early intervention services because of program completion or for other reasons; and (3) The number of mediations held and the number of settlement agreements reached through such mediations. This document provides that numerical information for 2016-2017.
University Students&apos; Perception of Being an International Student: A Metaphor Analysis Study
Author: Yayci, Levent
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Foreign Students,Positive Attitudes,Negative Attitudes,Educational Attitudes,Figurative Language,Cultural Awareness,Cultural Differences,Adjustment (to Environment),Freedom,Psychological Patterns,Student Experience,Friendship,Coping

The aim of this study is to determine the perceptions of international students studying in Turkey and university students who are Turkish citizens and continue their education in Turkey in relation to being an international student with the help of metaphors. The study group consists of 79 students, 35 of which are Turkish citizens and 44 are international students, studying at Giresun University in the spring term of the 2016-2017 academic year. The study was conducted according to the phenomenology model among qualitative research patterns. The data of the study were obtained by university students filling in the sentences such as &quot;being an international student is similar to/like....... because......&quot;. The international students in the study group produced 43 different valid metaphors and students who were Turkish citizens produced 27 different valid metaphors. It was observed that 59 of these metaphors were positive, and 11 of them were negative. The metaphors created by the international students were included in 11 categories, and the metaphors created by the students who were Turkish citizens were included in nine categories
The Mediation Role of Problem Solving Skills on the Relationship between Learned Resourcefulness and Loneliness
Author: Yayci, Levent
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Stress Variables,Coping,Self Control,Help Seeking,Psychological Patterns,Social Isolation,College Students,Affective Measures,Mediation Theory,Predictor Variables,Psychoeducational Methods,Student Adjustment

The aim of the study was to examine the mediation role of problem solving skills on the relationship between learned resourcefulness and loneliness. Mediation model tested using data collected from 211 Turkish university students. Rosenbaum's Self-Control Schedule, Problem-solving Inventory, and UCLA Loneliness Scale were used to collect the data in this study. The effect of learned resourcefulness on loneliness and the mediation role of problem solving skills in this relationship were analyzed by hierarchical multiple linear regression analysis. The significance of the mediation of problem solving skills was examined by the Sobel test. Analyses revealed that learned resourcefulness predicted loneliness significantly, and that problem solving skills showed full mediation in this relationship. When the effects of problem solving skills were controlled, learned resourcefulness could not predict loneliness, significantly. Findings of the study emphasized that the use of only cognitive strategies could relatively be less effective to reduce loneliness. However, using cognitive coping strategies, such as learned resourcefulness, along with behavioral processes could help weaken loneliness. Therefore, in the psycho-educational programs or counseling sessions, it would be useful to implement interventions that enhance problem solving skills whose behavioral aspect outweighs, and cognitive skills such as learned resourcefulness. The significance and limitations of the findings were discussed.
Using Evidence to Increase College Access and Completion: How a Tiered Evidence Grant Program Could Improve Post-Secondary Student Outcomes
Author: Lester, Patrick
Date: 2018-04-10
Type: Reports - Evaluative
Subjects: Evidence Based Practice,Access to Education,College Students,Graduation Rate,Economically Disadvantaged,Low Income Students,Federal Aid,Grants,Student Financial Aid,Educational Strategies,Federal Programs,Cost Effectiveness,Educational Change,Minority Group Students

Only 60 percent of students in post-secondary education in the United States graduate within six years of enrollment. Some minority and disadvantaged students graduate at significantly lower rates. As Congress considers reauthorizing the Higher Education Act, some consideration is being given to promoting greater use of evidence-based programs and practices to address these gaps. One option is to create a tiered evidence grant program to support the development, validation, and scaling of evidence-based interventions. Congress has already shown an interest in this approach, with the House Education and the Workforce Committee choosing to include a tiered evidence program, called Impact Grants, in its reauthorization bill earlier this year. A tiered evidence grant program could help address existing college completion disparities for the following reasons: (1) Existing College Completion Rates Are Too Low: The overall college graduation rate is too low and even lower for disadvantaged students. The federal government currently spends over $26 billion per year for Pell Grants for low-income students, but approximately half of these students fail to graduate. The broader economy also suffers as these students fail to become prepared for higher-wage jobs; (2) Evidence-based Strategies Can Improve Educational Outcomes: Researchers have begun to identify evidence-based interventions -- including remedial instructional reforms, academic counseling and mentoring, and comprehensive supports -- that have been shown to increase graduation rates; (3) More Evidence Is Needed of What Works: Most of the existing research on post-secondary interventions is still preliminary. Few interventions are backed by strong evidence of effectiveness. Funding for further research is small, particularly when compared to the billions of dollars spent annually on financial aid and direct assistance to colleges and universities; and (4) Tiered Evidence Grants are a Cost-effective Evidence Building Strategy: Tiered evidence grants, which have been used successfully in other program areas such as K-12 education, are a promising strategy. Because they can be created within existing grant programs, they can build the evidence base at little or no extra cost to the federal government. This paper reviews the potential benefits of a federal tiered evidence grant program in higher education. It includes a review of the existing evidence and draws on lessons learned from other tiered evidence grant programs that could help improve its design.
Evidence-Based Comprehensive School Improvement: How Using Proven Models and Practices Could Overcome Decades of Failure
Author: Lester, Patrick
Date: 2018-03-26
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Educational Improvement,Educational Legislation,Federal Legislation,Educational Policy,Educational Change,School Turnaround,Failure,Success,Educational Assessment,School Effectiveness,Educational Practices,Policy Formation,Federal Government,Government Role,Federal Aid,Grants,State Government,Accountability,Needs Assessment,Capacity Building,Marketing,Program Implementation

Persistently low-performing schools have been repeatedly targeted for comprehensive reform for more than two decades, usually with poor results. These efforts have suffered, however, because they were often poorly implemented or insufficiently grounded in rigorous research. The Every Student Succeeds Act (ESSA), enacted in 2015, provides a framework for reversing this track record of failure through the greater adoption of proven, evidence-based practices and programs. This paper reviews the history of K-12 turnaround efforts and how evidence has been, and could be, used to improve upon these previous efforts.
Building and Using Evidence in Charter Schools: How Charter Schools Could Become Innovation Laboratories for K-12 Education
Author: Lester, Patrick
Date: 2018-03-26
Type: Reports - Descriptive
Subjects: Charter Schools,Evidence Based Practice,Educational Research,Program Effectiveness,School Choice,Accountability,Academic Achievement,Incentives,Educational Finance,Educational Innovation

As originally envisioned, charter schools were intended to be laboratories of innovation. Offered broad flexibility in exchange for performance-based accountability, they were well-positioned to test, validate, and adopt new practices in a public school environment. Thus far, however, charter schools have only partly delivered on this mission. While there are many pockets of excellence in the sector, there appears to be less innovation than was hoped for overall. One possible solution is greater public investment in research on charter-related education practices. Combining such research with greater inducements for charter schools to adopt proven practices could produce widespread performance gains that have been largely missing from the sector. This paper reviews the options for making charter schools more innovative and evidence-based.
Improving High School-College Alignment: A Sociological Reform and New Challenges
Author: Lansing, Jiffy
Date: 2017-00-00
Type: Reports - Research
Subjects: Alignment (Education),High Schools,Colleges,Educational Change,College Readiness,Secondary School Teachers,Teacher Attitudes,Program Effectiveness,Academic Standards,State Standards,Curriculum Development,College Bound Students,Noncollege Bound Students,Achievement Tests,Standardized Tests,College Preparation,Barriers

This paper analyzes teacher responses to a distinctive reform that sought to implement alignment between high schools and colleges. A survey of 225 teachers is used to examine teachers' perceptions of the reform's effectiveness, further resources needed, and how perceptions changed over time. The reform was perceived as effective for college-bound students, but not for non-college-bound students, magnifying the discrepant needs of these groups. Steps to improve the program are suggested. [This paper was published in &quot;Educational Forum&quot; v81 n3 p267-280 2017 (EJ1142118).]
The Complexities of Recruiting Participants for a Statewide Education Survey
Author: Mokher, Christine
Date: 2017-10-01
Type: Journal Articles
Subjects: State Surveys,Recruitment,Secondary School Teachers,Teacher Surveys,College Readiness,Sampling,Research Administration,School Districts,High Schools,Incentives

The Florida College and Career Readiness Initiative is a statewide policy that requires college readiness testing for grade 11 students and participation in college readiness and success courses for grade 12 students who do not test college-ready. During the first year of an evaluation of this initiative, data collection on program implementation included a statewide survey of college readiness course teachers. The survey aimed to capture teachers' perceptions of the college readiness initiative's implementation and document their recommendations for how to improve it. This paper describes experiences encountering and overcoming challenges in recruitment across district, school, and teacher respondent levels. It also offers several lessons that could prove useful to others carrying out similar work on statewide education surveys.