ethanporcaro/eric-fulltext-meta huggingface dataset:
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. New Jersey
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes New Jersey's accomplishments, lessons learned, challenges, and strategies New Jersey will implement to address those challenges. In December 2013, New Jersey was awarded $44.3 million to implement the Race to the Top-Early Learning Challenge (RTT-ELC) grant to help improve access to high-quality early learning and development programs for thousands of high needs children throughout the state. The RTT-ELC grant incorporates a prenatal to age eight approach and reflects the shared leadership, collaboration, input, and long-term commitment across four core state agencies--Education (DOE), Children and Families (DCF), Health (DOH), and Human Services (DHS)--as well as the Commission on Higher Education and the New Jersey Council for Young Children (NJCYC), which includes New Jersey's other public, private, state and local partners. At the heart of the RTT-ELC is Grow NJ Kids (NJ's Quality Rating Improvement System), which provides a road map to achieving quality for early learning and care programs across settings. With grant funds, New Jersey is developing the rating system, providing incentives for participants, and validating the system to ensure that the levels are associated with positive outcomes for children. New Jersey established a regional NJ Early Learning Training Academy (Academy), led by Rutgers University, Center for Effective School Practices, to align early childhood workforce preparation. Of the many responsibilities for the Academy, one notable focus is the extensive training and supports that focus on infant and young child mental health and social-emotional development. Additionally, the grant will help New Jersey to address the success of children as well as the quality of programs through third grade. By implementing a kindergarten entry assessment system (NJKEA), now in year one of implementation, and building upon the preschool and kindergarten guidelines with the design and implementation of best-practice guidelines for 1st-3rd grades, the grant will position New Jersey as a national leader in PreK-3rd grade practices. In short, year one of the RTT-ELC grant has provided a blueprint for state and local entities on how to address the comprehensive needs of children and their families in an intentional manner throughout the great state of New Jersey. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
The Debate between Traditional and Progressive Education in the Light of Special Education
Author: Mohamed, Naglaa
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Special Education,Progressive Education,Student Needs,Teaching Methods,Inclusion,Individualized Education Programs,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Elementary Secondary Education

The debate between progressivism and traditionalism has reached an impasse. Battles in curriculum are, according to Ackerman (2003), &quot;manifestations of a fundamental debate between progressive educators and traditionalists&quot; (p. 345) that has been going on for over a century (Pogrow, 2006). No educational institution exists that is purely progressive or purely traditional in its educational approach. At the same time, no school exists that has managed to escape the influences of either theme. Nonetheless, the traditional system of teaching may have worked well for many students over the last 100 years (Sullivan &amp; Downey, 2015); however, research shows that the industrial epoch's &quot;factory-based&quot; approach to education is failing to serve the needs of 21st century students (Berrett, 2012; Silva et al., 2015), let alone special education students. What follows is a discussion of the characteristics of each theme and its overall impact on special education students. [This paper was published in &quot;Journal of Special Education Leadership,&quot; Feb 2018.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Wisconsin
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Wisconsin's accomplishments, lessons learned, challenges, and strategies Wisconsin will implement to address those challenges. During the second year of the Race to the Top - Early Learning Challenge (RTT-ELC) in Wisconsin, there have been significant accomplishments in all areas of the grant, some challenges from year one have been overcome, and new strategies have been developed. In 2014, RTT-ELC helped improve the quality of early care and education provided to children in Wisconsin by enhancing the Quality Rating and Improvement System (QRIS), helping more children gain access to high-quality care, and helping child care providers improve the quality of their care. YoungStar, Wisconsin's QRIS, was enhanced in a number of ways. The reliability, validity, and speed of the current ratings were improved through a contract with Branagh Information Group and training from the Frank Porter Graham Child Development Institute. In order to help parents and families become engaged in the role they play in providing and selecting highquality early care, work has continued on the YoungStar media campaign. RTT-ELC offered child care providers many opportunities in 2014 to increase the quality of the care they provide Wisconsin's children. The Educational Opportunities Grant is giving child care providers across the state access to credit-based instruction at no cost; 263 T.E.A.C.H. scholarships were provided with RTT-ELC funds; Registry Coupons allowed child care providers to obtain Registry Career Levels at no cost; 1,059 hours of on-site technical consultation were provided in addition to the standard YoungStar hours; and new training and technical assistance opportunities are being created for child care providers serving children with special needs or disabilities and their families. In addition to directly improving the quality of early care and education (ECE), in 2014 RTT-ELC helped to strengthen and align the overall ECE system in Wisconsin. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Minnesota
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Minnesota's accomplishments, lessons learned, challenges, and strategies Minnesota will implement to address those challenges. Minnesota has made great strides in year three of the Race to the Top Early Learning Challenge grant to improve outcomes for children through increased access to high-quality services birth to grade three. Success has been driven through cross-agency partnerships between the Minnesota Departments of Education, Health and Human Services and the support of stakeholders, including Minnesota's four Transformation Zones--Itasca County, Northside Achievement Zone of Minneapolis, Saint Paul Promise Neighborhood and White Earth Reservation. Accomplishments in 2014 include developing an award-winning Parent Aware website, increasing Parent Aware availability statewide, publishing the Knowledge and Competency framework, revising the early learning standards, expanding training capacity statewide and piloting an innovative Kindergarten Entry Assessment. The state has prioritized work into the components of a successful state system, including: (1) High Quality, Accountable Programs; (2) Increased Access to High-Quality; (3) Early Learning and Development Outcomes for Children; (4) Great Early Childhood Workforce; and (5) Measuring Outcomes and Progress. Accomplishments are prevalent across components. This report shares accomplishments, challenges and proposed solutions to identified challenges through each of the five components. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
The Summer after Kindergarten: Children&apos;s Experiences by Socioeconomic Characteristics. Stats in Brief. NCES 2018-160
Author: Redford, Jeremy
Date: 2018-05-00
Type: Reports - Research
Subjects: Elementary School Students,Kindergarten,Grade 1,Student Characteristics,Socioeconomic Status,Achievement Gap,Summer Schools,Summer Programs,Attendance Patterns,Poverty,Parent Background,Family Environment,Computer Uses in Education,Play,Recreational Activities,Travel,Child Care Centers,Caregivers,Children,Longitudinal Studies,Surveys,Statistical Analysis

This Statistics in Brief investigates some factors that may contribute to achievement gaps in the summer after kindergarten, including differences in children's experiences, such as participation in summer care arrangements, programs, and activities. Specifically, the brief describes students' summer nonparental care arrangements, program attendance (e.g., at summer camps or summer school), participation in activities with family members in a typical week, and places visited with family members. Participation in summer activities is compared by two socioeconomic characteristics--household poverty status and parents' highest level of education--utilizing data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011).
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Ohio
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Ohio's accomplishments, lessons learned, challenges, and strategies Ohio will implement to address those challenges. Ohio's Race to the Top Early Learning Challenge (RTT-ELC) grant application laid out Governor John R. Kasich's aggressive reform agenda, which closes the kindergarten readiness gap between children with high needs and their peers by increasing access to high-quality services, improving the quality of early childhood experiences, and measuring and reporting progress toward desired results for Ohio's young children in need. Ohio's Year 3 report provides information on Ohio's major accomplishments. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Georgia
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Georgia's accomplishments, lessons learned, challenges, and strategies Georgia will implement to address those challenges. In 2014, the first year of implementation, Georgia was able to use the Early Learning Challenge opportunity to strengthen and build on the state's already strong early education foundation. This is most evident in its successes, such as creating empowerment zones, increasing participation in the Georgia's Tiered Quality Rating and Improvement System, and expanding opportunities for early education teachers to incorporate the use of Early Learning and Development standards. However, the successes are also evident in the way Georgia used the Early Learning Challenge opportunity to solidify the critical role of early learning in the state's educational pipeline. The successes were created through purposeful stakeholder engagement, appropriate and meaningful use of data, and a realignment of many of Georgia's early education programs. Beginning with the Georgia's Pre-K program, the state has historically used a system-building approach in developing and expanding early education opportunities for children and families. This includes the development of a distinct education department dedicated to early learning--Bright from the Start: Georgia Department of Early Care and Learning (DECAL) and the alignment of key health and safety and family engagement programs in the state's Tiered Quality Rating and Improvement System--Quality Rated. The Year One implementation of Georgia's Early Learning Challenge initiative demonstrates the long commitment the state has made to its youngest learners and its eventual success in meeting all Early Learning Challenge targets. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Oregon
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Oregon's accomplishments, lessons learned, challenges, and strategies Oregon will implement to address those challenges. The 2014 Annual Performance Report provides an overview of Oregon Race to the Top - Early Learning Challenge Grant (RTT-ELCG) activities for year two of the grant, highlighting continued strides towards building a robust, high quality learning system for Oregon's youngest children: (1) The establishment of Oregon's Early Learning Hubs, community-based and community-owned coordinators of early learning services, creates a strong local infrastructure to accomplish our RTT-ELCG goals; (2) Oregon's Tiered Quality Rating and Improvement System (TQRIS) is creating a defined pathway for quality improvement that is critical for systems transformation. A focus on highly qualified staff, strong educational components, developmentally appropriate environments, and quality family supports is guided by the accepted standards of the TQRIS; (3) The statewide implementation of the kindergarten assessment in all 197 of Oregon's school districts is an important catalyst for establishing a measurable, concrete link between early learning and K-12. These data is used to identify gaps, assist in decisions on how to allocate resources, and monitor statewide progress; (4) The confluence of transformations occurring in Oregon in the areas of health, human services, early learning, and K-12 education has created opportunities for alignment, coordination and shared accountability across systems; and (5) The creation and adoption of the Equity Lens developed by the Oregon Education Investment Board is driving changes in how early learning programs address the myriad needs of diverse children across the state. An intentional focus on equity as both a guiding principle and standard is essential to meeting our early learning system goals and assuring accountability to Oregon's most vulnerable populations. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Vermont
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

Just thirteen months ago, in January of 2014, the State of Vermont was awarded a four year $36.9M Race to the Top - Early Learning Challenge grant. In April of that same year, Vermont's legislature accepted the grant and approved its use. What can be accomplished in eight short months to enhance and strengthen the systems in Vermont that improve school readiness for children with high needs? This Annual Performance Report-2014 tells the story of Vermont's accomplishments and challenges, as the state exited the starting gate and started its &quot;race to the top.&quot; These accomplishments: (1) established the infrastructure for managing the grant; (2) improved quality and access of early learning and development opportunities; (3) invested in a highly skilled workforce through professional development; (4) empowered communities to support young children and families; and (5) strengthened their data systems to ensure that they are making a difference. This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Vermont's accomplishments, lessons learned, challenges, and strategies Vermont will implement to address those challenges. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Washington
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Washington's accomplishments, lessons learned, challenges, and strategies Washington will implement to address those challenges. Year 3 of Washington's Race to the Top - Early Learning Challenge (RTT-ELC) was one of refinement and tailoring to ensure the strongest outcomes possible. Washington made significant progress amongst all of the reform areas outlined in the RTT-ELC application. The 5 projects of Washington's RTT-ELC reform effort include: (1) Grant Management; (2) TQRIS Expansion; (3) TQRIS Infrastructure; (4) WaKIDS--Kindergarten Readiness; and (5) Professional Development. Moving into the final year of RTT-ELC, the reform effort will turn toward sustaining the efforts and processes put in place over the past three years, and look for ways to continue maximizing efficiencies. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
2014 Annual Disability Statistics Compendium
Author: Houtenville, Andrew J.
Date: 2014-00-00
Type: Reports - Research
Subjects: Disabilities,Statistical Data,Tables (Data),Incidence,Employment Level,Individual Characteristics,Age Differences,Time,Poverty,Wages,Salaries,Health,Trend Analysis,National Surveys,Smoking,Drinking,Obesity,Population Trends,Veterans,Health Insurance,Welfare Services,Special Education,Vocational Rehabilitation,Federal Government,Federal Aid,Foreign Countries

The &quot;Annual Disability Statistics Compendium&quot; is a publication of statistics about people with disabilities and about the government programs which serve them. It is modeled after the &quot;Statistical Abstracts of the United States,&quot; published yearly by the U.S. Department of Commerce. The &quot;Compendium&quot; is designed to serve as a reference guide to government publications. At the bottom of each table, the source of data appearing in each table is presented. These referenced sources contain additional statistical information about the ways the data were collected and the statistics were generated. Each year, the &quot;Compendium&quot; reflects the statistics published over the year. As in previous years, the annual &quot;Compendium&quot; provides state-level statistics and monthly time-trend statistics published by federal agencies. Topics for this year's &quot;Compendium&quot; are provided in the introduction. Additional resources include a glossary to assist in the interpretation of the statistics contained in the &quot;Compendium.&quot; A companion &quot;Annual Report&quot; is available, providing graphic representations of key findings and state differences. [For &quot;2014 Disability Statistics Annual Report. A Publication of the Disability Statistics &amp; Demographics Rehabilitation Research &amp; Training Center,&quot; see ED583162.]