ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Coordination and Access to Comprehensive School-Based Mental Health Services in California: A Preliminary Landscape Analysis
Author: Romer, Natalie
Date: 2022-03-00
Type: Reports - Research
Subjects: Mental Health,Health Services,Access to Health Care,State Departments of Education,Boards of Education,Referral,Identification,Networks,School Surveys,Educational Environment,Guidance,Geographic Regions,Enrollment Trends,School Districts,Public Agencies,School Community Relationship,Health Needs,Mental Health Workers,Privacy,Financial Support,Delivery Systems

The Region 15 Comprehensive Center (R15 CC) and the Regional Educational Laboratory West (REL West), both housed at WestEd, collaborated with the California Department of Education (CDE) and the California State Board of Education (SBE) to conduct an initial landscape analysis to understand the current state of school-based mental health referral pathways in California. School-based mental health referral pathways provide the infrastructure (processes, resources, and procedures) for identifying, referring, and monitoring whether students, families, and educators are linked to appropriate mental health services within a network of school and community partners. This landscape analysis is based on (1) quantitative, descriptive analyses to explore factors such as student demographics, school climate survey data, and staffing ratios; (2) interviews with district, county, and state leaders on the current state of school-based mental health referral pathways in California; and (3) a document scan of existing research, tools, and guidance on referral pathways. These analyses explored the following: (1) variations in the numbers of school-based mental health service staff per student by geographic region, county, district enrollment, student demographics, and student mental health outcomes; (2) how schools are implementing comprehensive mental health service systems focused on the whole person; (3) how educational agencies are partnering with behavioral health and other youth-serving agencies and organizations to provide students with mental health services and supports; (4) what current mental health referral pathways look like within California schools and between schools and partnering community agencies; and (5) what policies and resources support school-based mental health referral pathways in California.
2018-19 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version
Author: McCord, Robert S.
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Superintendents,Salaries,Fringe Benefits,Administrator Surveys,Demography,Gender Differences,School Districts,Racial Differences,Cultural Differences,Enrollment,Administrator Evaluation,Retirement Benefits,High Schools,Middle Schools,Elementary Schools,Contracts,Personnel Selection,Health Insurance,Leaves of Absence,Performance Based Assessment,Lawyers,Negotiation Agreements,Professional Associations

The 2018-19 AASA Superintendent Salary &amp; Benefits Study marks the seventh edition of this study, employing a revised survey instrument. This survey tracks the demographics, salary, benefits and other elements of the employment contracts of school superintendents throughout the country. This year's study is based on 1,433 responses (approximately a 14 percent response rate). The survey was distributed online and relied on superintendents responding to 51 items with the understanding that the report of findings would contain no personally identifiable information. Consequently, data must be considered descriptive and not necessarily representative of all superintendents. However, the report is rich with information and serves as a useful snapshot of the salary and benefits of superintendents for the 2018-19 school year. [For the 2017-18 report, see &quot;2017-18 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version&quot; (ED619862).]
2019-20 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version
Author: Rogers, Christian
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Superintendents,Salaries,Fringe Benefits,Administrator Surveys,Demography,Gender Differences,School Districts,Racial Differences,Cultural Differences,Enrollment,Administrator Evaluation,Retirement Benefits,High Schools,Middle Schools,Elementary Schools,Contracts,Personnel Selection,Health Insurance,Leaves of Absence,Performance Based Assessment,Lawyers,Negotiation Agreements,Professional Associations

The 2019-20 AASA Superintendent Salary &amp; Benefits Study marks the eighth edition of this study, employing an annually revised and updated survey instrument. This survey tracks the demographics, salary, benefits, and other elements of the employment agreements of school superintendents throughout the country. This year's study is based on more than 1,300 responses (approximately a 13 percent response rate). The study is intended to provide superintendents with actionable information needed to manage and negotiate their compensation and benefits. [For the 2018-19 report, see &quot;2018-19 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version&quot; (ED619865).]
Data Mining in Education: Online Testing in Latvian Schools
Author: Juškaite, Loreta
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Information Retrieval,Data Analysis,Data Use,Diagnostic Tests,Difficulty Level,Time on Task,Grade 6,Knowledge Level,Computer Assisted Testing

The new research results on the online- testing method in the Latvian education system for a learning process assessment are presented. Data mining is a very important field in education because it helps to analyse the data gathered in various researches and to implement the changes in the education system according to the learning methods of students. The aim of the research was to analyze how much time students devote to each task depending on the task type and the cognitive activity level in the online national test. Research methods: 1) analysis of scientific literature; 2) descriptive statistics and dependency analysis for processing the data. Research results showed that the time spent on tasks depends not on the complexity of the task but on the form and formulation of it. [For the full proceedings, see ED619611.]
2020-21 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version
Author: Rogers, Christian
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Superintendents,Salaries,Fringe Benefits,Administrator Surveys,Demography,Gender Differences,School Districts,Racial Differences,Cultural Differences,Enrollment,Administrator Evaluation,Retirement Benefits,High Schools,Middle Schools,Elementary Schools,Contracts,Personnel Selection,Health Insurance,Leaves of Absence,Performance Based Assessment,Lawyers,Negotiation Agreements,Professional Associations

The 2020-21 AASA Superintendent Salary &amp; Benefits Study marks the ninth consecutive edition of this study. The 2020-2021 version employed a slightly revised and updated survey instrument. The survey tracks the demographics, salary, benefits, and other elements of the employment agreements of school superintendents throughout the country. The study is intended to provide superintendents with actionable information needed to negotiate and manage their compensation and benefits. [For the 2019-20 report, see &quot;2019-20 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version&quot; (ED619866).]
Calcium Cycle in Chemistry Teaching at the Lower Secondary School
Author: Kolar, Karel
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Science Instruction,Chemistry,Secondary School Science,Scientific Concepts,Concept Formation,Science Experiments,Teacher Attitudes,Secondary School Teachers,Science Teachers,Secondary School Students

The research is focused on the use of experimental calcium cycle in chemistry teaching at the lower secondary school. The cycle is based on four reactions: (1) thermal decomposition of calcium carbonate; (2) reaction of calcium oxide with water; (3) calcium hydroxide with hydrochloric acid; and (4) reaction of calcium chloride with sodium carbonate. The calcium cycle was tested at lower secondary schools (and equal classes from comprehensive schools). Despite the difficulty of taking some steps, the cycle was accepted by both teachers and learners. [For the full proceedings, see ED619611.]
Report on the Condition of Education 2022. NCES 2022-144
Author: Irwin, Véronique
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Preschool Education,Elementary Secondary Education,Postsecondary Education,COVID-19,Pandemics,Home Schooling,Family Characteristics,Race,Ethnicity,Enrollment Trends,School Choice,Internet,Students with Disabilities,English Language Learners,Charter Schools,Public Schools,Private Schools,Proprietary Schools,Access to Computers,National Competency Tests,Academic Persistence,Graduation Rate,High School Students,Educational Finance,Student Costs,Student Financial Aid,Educational Attainment,Outcomes of Education,Private Colleges,Public Colleges,High School Graduates,Achievement Tests,Science Tests,Mathematics Achievement,Science Achievement,International Assessment,Mathematics Tests,Foreign Countries,Public School Teachers,College Faculty,College Graduates,Young Adults,Education Work Relationship,Teacher Characteristics

The &quot;Report on the Condition of Education&quot; is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education systems, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics; preprimary, elementary, and secondary education; postsecondary education; population characteristics and economic outcomes; and international comparisons. The &quot;Report on the Condition of Education&quot; 2022 encompasses key findings from the Condition of Education Indicator System. The Indicator System for 2022 presents 88 indicators, including the 23 indicators on crime and safety topics, and can be accessed online through the website or by downloading PDFs for the individual indicators. [For &quot;'The Condition of Education 2022': At a Glance,&quot; see ED619873. For the &quot;Report on the Condition of Education 2021. NCES 2021-144,&quot; see ED612942.]
Optimizing L2 Curriculum for China State Education
Author: Guadagni, Donald
Date: 2021-11-15
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Language Tests,Total Quality Management,Second Language Instruction,Curriculum Development,Vocational Education,Articulation (Education),College Students,Language Skills,Vocabulary Skills,Comparative Analysis,Scoring,Student Attitudes,Secondary Education,Grammar,Translation,Academic Language,Textbook Evaluation,Student Evaluation,Majors (Students),Course Content

This paper outlines and details historical L2 curriculum development for segments of China's State education system over a ten-year period beginning with the start of the Sino -- Foreign joint programs classes in 2011. A two-year post assessment from 2015-2017. Tracking students continuing test results for both the CET (College English Test) series examinations and the IELTS (International English Language Testing System). And includes a three-year look back period ending in 2021. Also included are institution summaries, skill level and ability gaps examples, diagnostics and assessment examples. Dual language Ministry of Education recommendations excerpts and support justification narrative. [This paper supersedes ED575668 (2016) and includes expanded environmental backgrounds, (2017-2020) revisions, information, evaluations, references, additions to/or corrections of conclusions in the 2016 version.]
Special Issues Brief: How Region 2 States Are Leveraging Innovative Strategies to Address Critical Shortages of Education Personnel
Author: Chambers, Dana
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Educational Trends,Educational Strategies,COVID-19,Pandemics,School Personnel,Teacher Selection,Teacher Recruitment,Mental Health Workers,Substitute Teachers,School Buses,Elementary Secondary Education

This special issues brief provides an overview of the education workforce shortage trends both nationally and in Region 2 states (Connecticut, New York, and Rhode Island). The brief also highlights examples of how Region 2 states are innovating to address these shortages and provides additional considerations for strategies to address shortages in both the short term and the long term.
&quot;The Condition of Education 2022&quot;: At a Glance
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Family Characteristics,Preschool Education,Outcomes of Education,Foreign Countries,Elementary Secondary Education,Postsecondary Education,Enrollment Trends,Public Schools,Charter Schools,English Language Learners,Race,Ethnicity,Private Schools,Proprietary Schools,Crime,Law Enforcement,School Violence,Death,Weapons,School Safety,Internet,Access to Computers,National Competency Tests,Reading Achievement,Mathematics Achievement,Science Achievement,Public School Teachers,Teacher Characteristics,Dropout Rate,High School Graduates,Graduation Rate,Expenditures,Educational Finance,Academic Persistence,College Graduates,Undergraduate Students,Graduate Students,Institutional Characteristics,Educational Attainment,Employment,Unemployment,Salaries,Education Work Relationship

This &quot;At a Glance&quot; highlights data from &quot;The Condition of Education 2022&quot; including statistics in the following categories: (1) Family Characteristics; (2) Preprimary, Elementary, and Secondary Education; (3) Postsecondary Education; (4) Population Characteristics and Economic Outcomes; and (5) International Comparisons. [For &quot;Report on the Condition of Education 2022. NCES 2022-144,&quot; see ED619870.]
Higher Technical Education Consultation--Analysis. Research Report
Author: Wilson, Philip
Date: 2020-07-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Technical Education,Qualifications,Incentives,Delivery Systems,Educational Finance,Career Guidance,Supply and Demand,Program Development,Quality Assurance,Resource Allocation

This report summarises York Consulting's findings following its independent analysis of the responses to the Department for Education (DfE) consultation on higher technical education (HTE). DfE launched the consultation in July 2019, which was aimed at anyone with an interest in technical education and training for young people and adults in England. The consultation was online with an option to submit responses via email. It was open for 12 weeks. The consultation had 28 questions and included closed (quantitative) questions and open text (qualitative) questions. The questions were ordered under five headings as follows: (1) Introduction: contact and organisation information; (2) Higher technical qualifications (HTQs): agreement with the proposed aims of HTQs, feedback on the proposals, incentives, approval processes, and the Ofqual and OfS regulatory arrangements; (3) Delivery of higher technical education (HTE): quality criteria, OfS technical registration, funding proposals, skill needs, resources and costs; (4) Student and employer demand: demand among adults, young people and employers, the profile and prestige of HTQs, the provision of career information and guidance, and feedback on flexible provision; and (5) Wider impact: feedback on the HTQ proposals and individuals with protected characteristics, and other comments. Consultation events led by the DfE were held in five locations in England in September 2019. These events focused on specific consultation questions and/or areas selected from the four main headings. This document should be read in conjunction with the government's response to the consultation on improving higher technical education, held in 2019, for anyone with an interest in technical education and training for young people and adults in England. [For the government response, &quot;Reforming Higher Technical Education: Government Consultation Response,&quot; see ED619983.]
Transforming Education&apos;s SEL Integration Approach. Companion Guide: Coach
Author: Transforming Education
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: Social Emotional Learning,Emotional Development,Social Development,Coaching (Performance),Skill Development,Student Development,Educational Practices,Feedback (Response)

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Coach students as they practice, generalize, and apply their skills and mindsets in a variety of complex, new, planned, and unplanned situations. [For the Education Self-Learning Tool, see ED619919. For the School Leader Self-Learning Tool, see ED619924.]
COVID-19 Infection Control and Mitigation Measures for Wisconsin Schools, 2021/2022
Author: Wilson, Louise
Date: 2022-03-04
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,Disease Control,Public Health,Guidance,State Departments of Education,Equal Education,School Safety,School Districts,Kindergarten,Elementary Secondary Education,Boards of Education,School Policy,Educational Strategies,Child Health,Disadvantaged,Diagnostic Tests,Immunization Programs,Hygiene,Prevention,Disclosure,Ventilation,Sanitation,Attendance,Teacher Attendance,Blended Learning,Health Needs,Online Courses,At Risk Persons

Throughout the school year, recommendations were revised several times to reflect what was currently known about the SARS-CoV-2 virus and best public health practices as recommended by the Centers for Disease Control and Prevention (CDC) and the Wisconsin Department of Health Services (DHS). The situation surrounding the COVID-19 pandemic continues to evolve. Wisconsin schools responded to new variants (Delta and Omicron). This guidance is reflective of DPI's commitment and focus on equity, both educational and health equity. Wisconsin Department of Public Instruction (DPI) understands that keeping students healthy is how they keep their educators healthy, their families healthy, their communities healthy, and their health care system able to care in times of need. Students need to be healthy and safe in order to learn. DPI calls on districts and schools to use evidence-based practices in conjunction with scientific and public health principles to keep all students and staff safe and schools open to in-person instruction. The DPI calls on districts to ensure that those that remain vulnerable to COVID-19 receive the accommodations necessary to mitigate their risk. The DPI continues to work in consultation with the DHS while following the recommendations of the CDC to develop guidance for school district boards of education, school administrators, and school healthcare professionals.
Assessing Literacy Instruction in Massachusetts Education Preparation Programs and K-3 Classrooms. ED# 2019-R1-I-0003
Author: Region 1 Comprehensive Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Literacy Education,Early Childhood Education,National Competency Tests,Literacy,Educational Assessment,Achievement Gap,Low Income Students,Minority Group Students,Disadvantaged Youth,Teacher Education Programs,Elementary Education,Teacher Certification,Evidence Based Practice,Primary Education

The Massachusetts 2019 National Assessment of Educational Progress (NAEP) Grade 4 reading results showed that nearly one quarter of students scored below basic. Only 45% of students scored proficient or higher on the reading assessment. Moreover, the 2019 scores represent a decline in the percentages of students reading at basic, proficient, or higher levels. Coupled with demonstrable and consistent gaps in academic achievement for students from low-income households, students of color, and other historically disadvantaged student groups, this document examines how the Massachusetts Department of Elementary and Secondary Education (DESE) is prioritizing improving early literacy proficiency.
STEM Pathways Student Survey Results for the 2014-15 School Year. Summary
Author: Mueller, Dan
Date: 2015-11-00
Type: Reports - Research
Subjects: STEM Education,Grade 4,Grade 5,Elementary School Students,Public Schools,Student Attitudes,Student Interests,Attitude Change,Program Effectiveness,Instructional Program Divisions,Gender Differences,Socioeconomic Status,English Language Learners,Racial Differences,Ethnicity,Knowledge Level,Careers,Self Efficacy,Activities,Vocational Interests,Problem Solving

STEM Pathways aims to increase youths' long-term interest, learning and achievement in STEM through a deliberate and interconnected system of STEM learning opportunities. In fall 2014 and spring 2015, a survey was administered to fourth- and fifth-grade students at the six STEM Pathways schools in Minneapolis Public Schools (MPS). The survey assessed students' STEM awareness, attitudes, interests, and activities. Changes in students' responses in these areas from fall to spring may be associated with participation in STEM Pathways. Of 829 eligible fourth and fifth graders from the six STEM Pathways schools, 705 completed all or most of the survey in both the fall and spring for a response rate of 85 percent. Of the 705 students, 353 were fourth graders and 352 were fifth graders. This report summarizes the results for the 16 close-ended survey items included in both the fall and spring surveys. Differences in survey results were examined by grade and by student demographic characteristics: gender, eligibility for free- or reduced-price lunch (an indicator of students' family income), English Language Learner (ELL) status, and race/ethnicity (white students, students of color). [For &quot;STEM Pathways Student Survey for 2014-15 School Year. Summary of Results,&quot; see ED619817.]