ethanporcaro/eric-fulltext-meta huggingface dataset:
Protecting K-12 Student Privacy in a Digital Age
Author: Levin, Douglas
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Privacy,Elementary Secondary Education,Information Policy,Student Records,Parent Attitudes,Federal Legislation,State Legislation,Change Strategies,Child Safety,Child Welfare,Trust (Psychology),Influence of Technology,Program Proposals,Accountability,Governance,Disclosure,Parent Rights,Agency Role,Parent Role,Institutional Role

The last decade has seen many exciting innovations in education. Educators have developed new instructional models that accelerate and deepen student learning by tailoring instruction to each student's individual needs, skills, and interests. In recent years nearly every state in the nation has responded by considering new student data privacy legislation to build upon the aging foundation offered by federal law and to meet the unique circumstances and needs of their schools and communities. Given the complexity of the issue and its relationship to the implementation of other important education policies, it is important for policymakers to ensure that their actions effectively address parents' privacy concerns without unintentionally undermining schools' ability to provide students the personalized, high-quality education parents expect and that will prepare students for success in college, life, and work. Targeted to state policymakers and their advisors and grounded in new data commissioned by ExcelinEd on parent views about technology and student data privacy, the purpose of this paper is threefold: (1) to shed light on the context for the privacy of student data as an issue and on parental concerns more specifically; (2) to provide a brief review and analysis of the current federal and state legislative landscape regulating the collection and use of data about students; and (3) to suggest potential strategies for addressing outstanding parental and public concerns, including via the passage of new state legislation. The paper concludes with recommendations of actions that various stakeholders--including state education agencies, school districts, parents, and companies--can take even in the absence of the passage of new legislation to improve student data privacy and security in the current K-12 context. With or without new legislation, protecting student data will require a focus on good governance processes, regular review of security practices, transparency and effective communications, and a commitment to build the capacity of state, district and school level employees to protect student data.
Student Data Privacy Communications Toolkit
Author: Foundation for Excellence in Education
Date: 2016-04-00
Type: Guides - Non-Classroom
Subjects: Student Records,Information Security,Privacy,Information Utilization,Organizational Communication,Parent School Relationship,Information Dissemination,Parent Materials,Child Safety,School Policy,Guidelines,Crisis Management,Planning,Data Collection,Access to Information,Letters (Correspondence),Electronic Mail,Parent Rights,Educational Legislation,Childrens Rights,Student Rights,Newspapers,Social Media

Parents expect school districts and schools to keep their children safe while they are in school. That expectation of safety and security also extends to the protection of their children's learning data. Therefore, it is critical that school districts and schools are open and transparent about their student data privacy practices, and that those efforts are clearly communicated to parents and other stakeholder groups. By sharing information on the types of student data collected, the purpose and benefits of collecting this information and the ways in which it is protected, school districts and schools can help dispel misperceptions about student data use and assuage concerns. This student data privacy toolkit provides school districts and schools with recommendations on how to most effectively communicate with parents and other stakeholder groups about student data privacy, as well as a host of communications tools that can be used in these communications efforts. All toolkit resources are generalized for blanket use, so areas in which customized district-specific information are required are in brackets and highlighted in yellow. Districts also need to be sure that their policies, practices and procedures match the recommendations implied throughout the toolkit. Those instances will be noted as well. Be sure to have appropriate school or school district personnel review and approve any communications or materials prior to releasing. This could include, but is not be limited to, the school or school district general counsel and privacy officer. Additionally, while the focus of this toolkit is communicating data privacy practices and plans, demonstrating the value to data to parents is also important. When equipped with the right skills and tools, everyone who plays a role in education can have a strong impact on students and their communities. Parents can be their child's champion along the path to success. Teachers can be sure that their students are really learning what they are teaching. Principals and district administrators can use data to manage schools, allocate resources, and communicate with their communities. Policymakers can create the conditions for success in states and throughout the country. Education data are a powerful tool, but only if they are securely in the hands of the people who need the data, when they need the data. For more resources from Data Quality Campaign (DQC) and others to communicate the power of data to improve a child's education visit the Additional Resources section of this toolkit.
Budget of the United States Government, Fiscal Year 2018
Author: White House, Office of Management and Budget (OMB)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Budgets,Federal Government,Economic Progress,Fiscal Capacity,Federal Legislation,Federal Aid,Employment Opportunities,Middle Class,National Security,Health Insurance,Taxes,Immigration,Federal Programs,Educational Change,Student Costs,Technology Uses in Education,STEM Education,Job Training,Debt (Financial),Labor Market,Economic Development,Expenditures,Presidents

&quot;Budget of the United States Government, Fiscal Year 2018&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. President Trump's 2018 Budget's defining ambition is to unleash the dreams of the American people. This requires laying a new foundation for American Greatness. Through streamlined Government, the country will drive an economic boom that raises incomes and expands job opportunities for all Americans. Faster economic growth, coupled with fiscal restraint, will enable the federal government to fully fund national priorities, balance the budget, and start to pay down the national debt. The government's moral commitment to replacing the nation's current economic stagnation with faster economic growth rests on the following eight pillars of reform: (1) Health reform; (2) Tax reform and simplification; (3) Immigration reform; (4) Reduction in federal spending; (5) Regulatory rollback; (6) American energy development; (7) Welfare reform; and (8) Education reform. [For the 2017 Budget, see ED576935.]
Teacher License Reciprocity. 50-State Review
Author: Aragon, Stephanie
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Teacher Certification,Geographic Location,Interstate Programs,Labor Market,Regional Cooperation,National Organizations,State Government,State Standards

This policy report defines and provides a 50-state review of teacher license reciprocity, explores how state-specific licensing requirements impact the teacher labor market, and includes examples of national and state efforts to facilitate reciprocity.
ExcelinEd in Action: Policies and Progress Across the Nation. 2014 Annual Report
Author: Foundation for Excellence in Education
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Quality,Excellence in Education,Student Centered Learning,Equal Education,Accountability,Reading Instruction,Reading Skills,Elementary Education,State Government,Resource Allocation,Parents,Financial Support,Disabilities,Elementary Secondary Education,Secondary Education,Access to Education,Educational Technology,Technology Uses in Education,Global Approach,College Readiness,Career Readiness,Educational Policy,Advanced Courses,Geographic Location,Conferences (Gatherings),Privacy,Computer Security,Competency Based Education,Educational Finance,Academic Achievement,At Risk Students

A full year of progress in advancing education reform across America is documented in each of the Foundation for Excellence in Education's Annual Reports. The illustrated pages of the 2014 report, provide data-rich updates on Excellence in Education's work to advance student-centered policies in more than 40 states, all aimed at improving learning for millions of students by increasing school performance, empowering parents and students with educational choice, and personalizing education through 21st-century innovations. &quot;2014: A Year of Collaboration&quot; a month by month synopsis of 2014's accomplishments throughout the year. Other topics discussed include: (1) The &quot;Tough Love&quot; of School Grading; (2) Reading is the Gateway to Success; (3) Expanding Access and Equity; (4) Preparing Students for Today's Global Economy; (5) 2014: By the Numbers; (6) Convening the Nation's Leaders; (7) Next Generation Reform; (8) ExcelinEd Across the Nation: State Profiles; and (9) Fiscal Accountability.
Turning Reform into Reality. 2015 Annual Report
Author: Foundation for Excellence in Education
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Annual Reports,Educational Quality,Professional Associations,Outcomes of Education,Academic Achievement,Grading,Reading Achievement,School Choice,Access to Education,Equal Education,Individualized Instruction,Educational Finance,Accountability,Educational Equity (Finance),Educational Innovation,Reading Skills,College Readiness,Career Readiness,Competency Based Education,Finance Reform,Conferences (Gatherings),State Standards,Profiles

A full year of progress in advancing education reform across America is documented in each of the Foundation for Excellence in Education's Annual Reports. Throughout the illustrated pages of the reports, readers can find data-rich updates on the work of Foundation for Excellence in Education to advance student-centered policies in more than 40 states, all aimed at improving learning for millions of students by increasing school performance, empowering parents and students with educational choice, and personalizing education through 21st-century innovations. This report provides a month by month calendar of the year in review to illustrate Excellence in Education's annual accomplishments. Also provided are reports on the following topics: (1) School Grading Drives Student Success; (2) Reading is the Gateway to Learning; (3) Revolutionizing Educational Choice; (4) Preparing Students for Today's Global Economy; (5) Expanding Access &amp; Equity; (6) Building the Foundation for a Personalized Education; (7) Putting Dollars Where They Matter; (8) By the Numbers; (9) Convening the Nation's Leaders; (10) ExcelinEd Across the Nation; and (11) Fiscal Accountability
Student Data Privacy: Building a Trusted Environment
Author: Foundation for Excellence in Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Student Records,Privacy,Information Security,Information Utilization,Educational Policy,Data Collection,Information Storage,Information Policy,Access to Information

The effective use of student data is essential for improving student outcomes and equipping educators with the information they need to help every student remain on a path to educational success. Student data can help teachers personalize and customize instruction, equip parents and students with information to make informed educational choices, and assist policymakers with program evaluations and resource allocations. In a world where knowledge is power, student data provides parents, students, and educators with the tools they need to ensure every student attains his or her potential. At the same time, parents and students must be able to trust that student educational data is secure, kept private, and used solely for the betterment of students' educational experience. Recent legislative activity indicates the ongoing policy questions regarding how student data is collected, stored, used, and shared. This brief report discusses what principles should guide student data privacy polices and ExcelinEd's recommended student data privacy policies.
The Ability to Read Is the Gateway to Success. K-3 Reading
Author: Foundation for Excellence in Education
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Reading Instruction,Intervention,Reading Difficulties,At Risk Students,Reading Failure,Grade 3,Reading Skills,Reading Improvement,Educational Policy,Grade Repetition,Evidence,National Competency Tests

The goal of a Comprehensive K-3 Reading Policy is to establish intensive reading intervention for K- 3 students who are at risk of reading failure to help ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention can provide struggling readers the additional time they need to catch up with their peers. This brief report looks at: (1) Why is a K-3 Reading Policy Necessary?; (2) What is a &quot;Comprehensive K-3 Reading Policy?&quot;; and (3) Where is the Evidence?
K-3 Reading: Communications Toolkit
Author: Foundation for Excellence in Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Reading Instruction,Elementary School Students,Grade 3,Reading Skills,Reading Achievement,Literacy Education,Early Intervention,Guides,Reading Programs,Grade 4,Kindergarten,Grade 1,Grade 2,Misconceptions,Social Media,Teaching Methods,At Risk Students,Computer Graphics

By the third grade, students must make the transition from learning to read to reading to learn. If they do not, they cannot do their coursework. Each year, as the grade level demands go up, students tend to fall further behind and become outsiders inside the classroom. K-3 Reading is a program that implements the mastery of reading for third grade students before the advancement to fourth grade. To confirm students are reading at grade level, the initiative enforces early literacy programs, resources for both teachers and students, early screenings, individual reading plans for at school and at home, assessments and last-resort retention. These processes work together to ensure students are ready for promotion to fourth grade with the necessary skills to flourish in the classroom and in life. Educators must demand that every child who sits in a classroom for four years enters fourth grade as a competent reader. If not, then what is the purpose of the classroom? This makes K-3 reading the most critical of all education reforms for millions of students. If this challenge is not effectively addressed, then no other education reform matters. This toolkit present ExcelinEd's comprehensive K-3 Reading policy.
Comprehensive K-3 Reading Policy: Fundamental Principles. ExcelinEd Policy Toolkit, 2017
Author: Foundation for Excellence in Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Reading Instruction,Educational Policy,Early Childhood Education,Grade 3,Reading Skills,Intervention,Grade Repetition,At Risk Students,Reading Failure,Screening Tests,Reading Difficulties,Parent Participation,Individualized Reading,Progress Monitoring,Reading Strategies,Faculty Development,Disabilities

A Comprehensive K-3 Reading Policy establishes intensive reading intervention for K-3 students to ensure they read on grade level by the end of third grade. The policy then requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention provides struggling readers the additional time and intensive interventions they need to catch up with their peers. This toolkit details 12 Comprehensive K-3 Reading Policy fundamental principles.
Race to the Top Program Guidance and Frequently Asked Questions. Updated
Author: Department of Education (ED)
Date: 2010-05-27
Type: Reports - Descriptive
Subjects: Federal Legislation,Federal Programs,Educational Legislation,Federal Aid,Program Descriptions,Eligibility,Competitive Selection,Selection Criteria,Grants,Standards,Program Implementation,Elementary Secondary Education,Evaluation Criteria,Teacher Evaluation,Administrator Evaluation,Definitions,Academic Achievement,Teacher Effectiveness,Administrator Effectiveness,School Turnaround,Accountability,Compliance (Legal)

The Race to the Top program is authorized under sections 14005 and 14006 of the American Recovery and Reinvestment Act of 2009 (ARRA). Race to the Top is a competitive grant program to encourage and reward States that are implementing significant reforms in the four education areas described in the ARRA: enhancing standards and assessments, improving the collection and use of data, increasing teacher effectiveness and achieving equity in teacher distribution, and turning around struggling schools. The purpose of this report is to provide information about the Race to the Top program. This report provides the U.S. Department of Education's interpretation of various statutory provisions.
Partnership Schools: New Governance Models for Creating Quality School Options in Districts
Author: Gill, Sean
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Governance,Models,School Choice,Educational Quality,Educational Improvement,Neighborhood Schools,Geographic Distribution,Comparative Analysis,Motivation,Barriers,Elementary Secondary Education,Educational Practices

In at least ten cities across the country, there are schools that operate under some sort of partnership school model: a &quot;third way&quot; governance strategy that breaks through district-charter divides that could help improve struggling schools or increase the number of quality school options in a neighborhood. Like charter schools, partnership schools enjoy more freedom of action than a traditional district-run school. Partnership schools are legally distinct from charter schools, which are authorized under a specific process outlined by a state's charter school law, while partnership schools may be permitted under a separate state law. This brief examines the &quot;third way&quot; approach to school improvement and provides guidance for district and charter leaders and policymakers considering partnership schools.
Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276
Author: Garland, Marshall
Date: 2017-10-00
Type: Reports - Research
Subjects: Advanced Courses,High School Students,Hispanic American Students,STEM Education,Public Schools,High Schools,Access to Education,Socioeconomic Status,Racial Differences,Ethnic Groups,African American Students,White Students,Minority Group Students,Racial Composition,Disadvantaged Youth,Urban Schools,Suburban Schools,Rural Schools,Enrollment Trends,Graduation Requirements,Student Records,Course Selection (Students)

Taking advanced high school courses predicts such postsecondary outcomes as enrolling in college, persisting in college courses, and completing a degree. In Texas, where Hispanic students make up 51 percent of the student population, their access to and enrollment in advanced courses is an ongoing concern despite recent gains. In particular, disparities in the proportions of Hispanic adults educated and certified for high-wage jobs in science, technology, engineering, and math (STEM) fields raise questions about Hispanic students' equitable access to advanced STEM courses. In 2009 Hispanic employees accounted for 14 percent of the U.S. workforce but held only 6 percent of STEM jobs. Members of the Texas Hispanic STEM Alliance of the Regional Educational Laboratory Southwest, made up of representatives from Regional Education Service Centers, school districts, postsecondary institutions, and state education agencies, asked whether Hispanic students in Texas are taking advanced STEM courses at the same rates as other students or have equitable opportunities to take them. In response, this study examined course offerings and coursetaking in more than 1,500 Texas high schools over 2007/08-2013/14 to identify differences across Black, Hispanic, and White students, using statewide longitudinal student education records for more than 240,000 students a year. The findings of this study can inform regional and local educators and policymakers who are considering policies, interventions, and reforms to equalize STEM achievement across student groups and support for advanced STEM coursetaking, particularly among Black and Hispanic students. The methodology (in addition to the findings) may help states beyond Texas explore questions of course availability and course completion. [For the related brief, &quot;Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. Policy Brief,&quot; see ED615440.]
Writing Our Way: Giving Voice to Adult Learning. Adult Higher Education Alliance Annual Conference Proceedings (41st, Orlando, Florida, March 9-10, 2017)
Author: Elufiede, Kemi, Ed.
Date: 2017-03-00
Type: Collected Works - Proceedings
Subjects: Adult Education,Higher Education,Conference Papers,Transformative Learning,Adult Educators,Teacher Attitudes,Learning Strategies,Graduate Students,Writing (Composition),Writing Assignments,Learner Engagement,Online Courses,Educational Technology,Technology Uses in Education,Barriers,Urban Areas,Educational Opportunities,Collaborative Writing,Doctoral Dissertations

The 41st annual conference of the Adult and Higher Education Alliance (AHEA) was held at the University of Central Florida in March 2017 and explored the theme, &quot;Writing Our Way: Giving Voice to Adult Learning.&quot; Papers in these proceedings include: (1) Transformative Learning Following Job Loss-A Dissertation Renewal (Robert Benway); (2) Preserving the Voices of Adult Educators (Len A. Bogner and Brett King); (3) Teaching Learning Concepts to Graduate Students through Writing (Patricia G. Coberly-Holt and S. Taylor Walton); (4) Writing between the Lines (Jennifer K. Holtz, Amy L. Sedivy-Benton, and Carrie J. Boden-McGill); (5) Promoting Engagement and Community in Online Courses: It's all about the Writing (Jeremy Schwehm, Jennifer Saxton, and Annette Stuckey); (6) Exploratory Study of Perceived Barriers to Learning in an Urban Educational Opportunity Center (Jung Min Lee); (7) Writing: Collaborating for Increasing Success (Marilyn S. Lockhart); and (8) Writing a Dissertation: Tools for Success (Anne E. Montgomery). (Individual papers contain references.)