ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading from the Middle: Year 3 (2015) Executive Summary
Author: Asera, Rose
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,Middle Management,Professional Development,Leadership Training,Teamwork,Cooperation,Change Strategies,Deans,Department Heads,Professional Identity,Transformational Leadership,College Faculty,Program Evaluation

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 as a professional development experience for community college educators--faculty, administrators, and staff--who have formal or informal leadership responsibilities. Over the first three years, close to 150 California community college educators have participated. Based on a commitment to learning from experience, the LFM leadership team conducts an annual internal evaluation of the academy experience. This executive summary highlights the evaluation findings of the Year 3 (2015) LFM Academy. Findings focus on leadership development, team collaboration and leadership, and leadership in the context of a college initiative. [For the full report, see ED599476.]
2019-20 Tuition and Fees: Tuition and Fees at Virginia State-Supported Colleges and Universities
Author: State Council of Higher Education for Virginia
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Undergraduate Students,In State Students,Tuition,Fees,State Aid,Paying for College,Out of State Students,Financial Support,Graduate Students,Institutional Characteristics,Colleges,Community Colleges,Public Colleges,Geographic Location,Income,Costs,Grants,Student Financial Aid

The Appropriation Act directs the State Council of Higher Education for Virginia (SCHEV) to submit an annual report to the Governor and the chairs of the House Appropriations and Senate Finance Committees on the annual change in total charges for tuition and fees approved by the boards of visitors at Virginia public institutions of higher education. This report focuses on tuition and fees for in-state undergraduates and provides a summary of the following four items: (1) Tuition and fees for the 2019-20 academic year; (2) State funding and tuition and fee trends; (3) Tuition and fee comparisons to other states; and (4) Pathways to increase affordability beyond tuition and fees. The appendices provide comparisons of changes in tuition and fees for student types, including in-state undergraduate, out-of-state undergraduate, in-state graduate, out-of-state graduate, in-state first professional and out-of-state first professional.
U.S. History Framework for the 2018 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: United States History,History Instruction,Elementary Schools,Middle Schools,High Schools,Academic Achievement,Grade 4,Grade 8,Grade 12,Course Content,Civics,Geography,Economics,Democracy,Interaction,Socioeconomic Influences,Thinking Skills,Race,Ethnicity,Religion,Cultural Influences,Technological Advancement,World History,Ideology

All students need to know and understand the origins and evolution of their nation. They also need to understand the development of the nation's democratic institutions and ideals so that they are prepared to take part knowledgeably, as citizens and voters, in shaping America's future. The framework in U.S. history for the 1994-2018 National Assessment of Educational Progress (NAEP) was developed by the National Assessment Governing Board under a contract to the Council of Chief State School Officers in 1991-1992. The original framework project committees included a broad range of historians, educators, policymakers, business representatives, and other interested citizens. In addition, comments were received from several hundred individuals, including state and local educators, public officials, and parents. The Governing Board has scheduled a national assessment in U.S. history for 2018 to gauge the knowledge and skills of the nation's eighth-grade students. Due to limited funding, the Governing Board decided to conduct the assessment at only grade 8 for 2018. This U.S. History Assessment will use the same framework as in 1994 to enable NAEP to report on trends in student achievement from 1994 to 2018. In 2003, the Governing Board revised and updated the framework for the 2006 U.S. History Assessment. The framework document was revised to make it more useful to the general public, to delete outdated and extraneous information, and to include released NAEP questions to illustrate more clearly the content and format of the assessment. These relatively minor revisions to the framework will ensure that NAEP can maintain the U.S. history trend line of student achievement for grades 4, 8, and 12 in 1994, 2001, 2006, and 2010, and for grade 8 in 2014 and 2018. The revisions in 2003 were made by the Governing Board's Assessment Development Committee in consultation with an external panel of historians and teachers.
Buckets of Water into the Ocean: Non-Public Revenue in Public Charter and Traditional Public Schools
Author: Batdorff, Meagan
Date: 2015-06-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Educational Finance,Elementary Secondary Education,Private Financial Support,Income,Food Service,Investment,Tuition,Transportation,Extracurricular Activities,Community Services,Metropolitan Areas

Public education funding relies on revenues from a variety of sources, from local taxpayers to federal programs targeting students with specific needs. The vast sum of funding collected--in excess of $600 billion annually--often masks which entities fund the education of our nation's youth. Questions of funding adequacy and equity across school sectors, school districts and individual schools are prominent in discussions of how to improve educational outcomes, especially for students from disadvantaged backgrounds. This report is a follow-up to a 2014 report which analyzed the non-public revenue received by public charter schools and traditional public schools (TPS) in the 15 states with both substantial charter school sectors and reliable data regarding the specific sources of non-public revenue. Findings reveal that both TPS and charters receive the lion's share of their revenue from public sources--further evidence that they are merely two different governance structures for public schools. At the same time, both TPS and charters are involved in the private-sector economy by selling meals to their students, reaping profits from their investments of reserve funds and competing for charitable funds. Although some charter school networks and individual schools receive non-public revenue that covers 10-15% of the per-pupil cost of education at their schools, no charter schools are more dependent on private funds than they are on public funds and more than a third of charter schools receive no revenue at all from private philanthropy. The findings of the study reveal that private philanthropy alone cannot be relied upon to close the charter school funding gap in the U.S. Therefore, if children in public charter schools are to receive funding levels that are equitable to their peers in TPS, significant changes will have to be made in the public school funding laws in many states. [To view the 2014 report, &quot;Charter School Funding: Inequity Expands,&quot; see ED581409.]
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2013
Author: Tennessee Department of Education
Date: 2013-06-30
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2013, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12.
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2014
Author: Tennessee Department of Education
Date: 2014-06-30
Type: Reports - Descriptive
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2014, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12.
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2015
Author: Tennessee Department of Education
Date: 2015-06-30
Type: Reports - Descriptive
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2015, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12.
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2016
Author: Tennessee Department of Education
Date: 2016-06-30
Type: Reports - Descriptive
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2016, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12.
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2017
Author: Tennessee Department of Education
Date: 2017-06-30
Type: Reports - Descriptive
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2017, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12.
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2018
Author: Tennessee Department of Education
Date: 2018-06-30
Type: Reports - Descriptive
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education,School Districts,Counties,Federal Aid

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2018, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12.
The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002
Author: Herrmann, Mariesa
Date: 2019-10-00
Type: Reports - Research
Subjects: Principals,Professional Development,Instructional Leadership,Leadership Qualities,Program Effectiveness,Feedback (Response),Academic Achievement,Teacher Competencies,Educational Environment,Persistence,Labor Turnover,Teacher Recruitment,Teacher Persistence,Faculty Development,Leadership Responsibility,Elementary Schools,Achievement Gains,Human Capital,Teacher Attitudes,Observation,Language Arts,Mathematics Achievement

Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. This study sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. The report found that the program did not change principal practices as intended or improve students' achievement. However, improvements in some of the targeted principal practices were positively associated with improved student achievement. Attention on how to change these practices might be a potential avenue for improving the program. [For the one page highlights to this study, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002,&quot; see ED599490. For the appendices to this study, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002,&quot; see ED599491.]
The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Principals,Professional Development,Instructional Leadership,Program Effectiveness,Feedback (Response),Academic Achievement,Teacher Competencies,Leadership Responsibility,Elementary Schools,Achievement Gains,Teacher Attitudes,Observation,Language Arts,Mathematics Achievement

Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. The study highlighted in this one page report sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. One hundred elementary schools participated in the study, with half randomly assigned to receive the program. The study compared student achievement and teachers' perceptions of principals' practices in schools that received the professional development program with those that did not. The results provide evidence about the program's effectiveness and which principal practices are associated with student achievement. [For the full study, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002,&quot; see ED599489. For the appendices to the study, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002,&quot; see ED599491.]
The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002
Author: Herrmann, Mariesa
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Professional Development,Principals,Elementary Schools,Program Effectiveness,Academic Achievement,Leadership Qualities,School Districts,Public Schools,Educational Environment,Time Management,Persistence,Teacher Persistence,Observation,Leadership Styles,Human Capital,Coaching (Performance),Administrator Attitudes,Language Arts,Mathematics Achievement,Instructional Leadership

The four appendices in this report accompany the full report &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002,&quot; (ED599489). They include: (1) The Study's Principal Professional Development Program; (2) Study Design, Data Collection, and Analytic Methods; (3) Supplemental Tables; and (4) Interpreting Study Findings: Alternatives to P-Values and Statistical Significance. [For the study highlights to this report, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002,&quot; see ED599490.]
&quot;Some College, No Degree&quot;: A 2019 Snapshot for the Nation and 50 States (Signature Report No. 17)
Author: Shapiro, D.
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Graduation,College Graduates,Dropouts,Student Attrition,Age Differences,Gender Differences,Racial Differences,Ethnicity,Enrollment,Community Colleges,Two Year College Students,Reentry Students,Public Colleges,Private Colleges,Two Year Colleges,Associate Degrees,Certification,Institutional Characteristics,State Policy

The United States saw nearly one million Some College, No Degree students in just five years who, against all the odds, found their way back into postsecondary education and worked their way through to ultimately earn their first undergraduate credential. This report tells a story of success and points the way to further success. Former students are most likely to re-enroll and complete in a different institution than their institution of last enrollment, but in the same type of institution and state. They are drawn to online programs, but their most common destination is a local community college. To reach a state's postsecondary attainment goal or to address enrollment challenges facing institutions, each state should start with the most up-to-date information from this report to assess and target, for example, how many Some College, No Degree students are residing in state, which students are most likely to return, where they last enrolled, where they are most likely to re-enroll and graduate, and what type of credential they are likely to pursue. The &quot;Some College, No Degree&quot; report series seeks to understand the educational trajectories of millions of Americans who left postsecondary education without receiving a degree or certificate. As the second in the series, this report offers insights about their subsequent enrollments and completions, based on the most current national data that tracks individual students over time and across institutions and across state lines since the first report was released in 2014. [For a related fact sheet, see ED599540. For the first report in this series, see ED556472.]
Half Decade of Proof: The First Five Graduating Classes of Canton Early College High School
Author: Rochford, Joseph A.
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: High Schools,Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,Partnerships in Education,Associate Degrees,High School Students,Poverty,Urban Schools,Access to Education,Student Characteristics,Success,High School Graduates,College Credits,Program Effectiveness

In 2005, when the Canton City Schools (CCS), Stark State College (SSC), the Canton Professional Educators Association (CPEA) and the Stark Education Partnership (SEP) came together to establish Canton's Early College High School (CECHS), the percentage of the city's young adults with some college or an Associate Degree was 33%. The goal of CECHS was to allow students an opportunity to earn both a diploma and an Associate Degree during their high school career. In 2005 with only 12.5% of its adults (today it is 13.2%) with a Bachelor's Degree or higher and 78% of its students in poverty, Canton, Ohio's poorest neighborhoods needed a compelling example that college is possible. From the onset, CECHS was envisioned not just as a school, but as a culture-shifting community &quot;proof-point&quot; that impoverished inner city students can be successful with college-level work. This report discusses the graduating class of 2013 and provides key indicators of success for students, such as: graduating high school on time; graduating with college credit; and graduating with an associate degree. The report discusses results beyond early college high school, as well as the value of CECHS.
The &quot;Some College, No Degree&quot; National Picture 2019
Author: National Student Clearinghouse Research Center
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Graduation,College Graduates,Dropouts,Student Attrition,Age Differences,Gender Differences,Racial Differences,Ethnicity,Time,Enrollment,Community Colleges,Two Year College Students

36 million Americans in the National Student Clearinghouse database today hold some postsecondary education but no completion and are no longer enrolled (also known as &quot;Some College, No Degree&quot;). 10% of this population already have two years' worth of academic progress up until last enrollment (the group called Potential Completers). This one-page fact sheet highlights statistics gleaned from the larger report, &quot;Some College, No Degree&quot;: A 2019 Snapshot for the Nation and 50 States (Signature Report No. 17)&quot; (ED599535).
Innovation in TVET: UNESCO-UNEVOC Trends Mapping
Author: Ganter de Otero, Jan Peter
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocational Education,Educational Innovation,Educational Practices,Teaching Methods,Learning Processes,Barriers,Educational Policy,Foreign Countries,Financial Support,Human Resources,Global Approach,Cooperation,Time,Skill Development,Innovation

The following report presents the results of the trends mapping study on innovation in technical and vocational education and training (TVET) conducted by UNESCO-UNEVOC. The study aimed to improve the understanding on innovation in TVET among the international community, as well as to map current trends and showcase different types and experiences of innovation in TVET around the world. Coordinated by UNESCO-UNEVOC, trends mapping studies aim to further the international community's understandings on contemporary key issues concerning TVET. The studies review existing literature and policies, and engage TVET stakeholders from around the world through surveys and virtual conferences.