ethanporcaro/eric-fulltext-meta huggingface dataset:
Utah 2017 Graduation Rates
Author: Utah State Board of Education
Date: 2017-12-01
Type: Reports - Evaluative
Subjects: Graduation Rate,High School Graduates,Dropout Rate,Student Characteristics,Asian American Students,African American Students,American Indian Students,Hispanic American Students,Pacific Americans,White Students,Low Income Students,English Language Learners,Students with Disabilities,School Districts,High Schools

The Every Student Succeeds Act (ESSA) requires the State to calculate a four-year cohort rate. Utah implemented a federally defined cohort graduation rate in 2008. The graduation rate for the 2017 cohort includes all students who started ninth grade in the 2013-14 school year, plus students who transferred into the Utah public education system after ninth grade. Students in the cohort have four possible final outcomes:(1) Graduate; (2) Continuing Student; (3) Other Completer; or (4) Dropout. The &quot;Graduate&quot; category includes students who have earned a basic high school diploma or an adult education high school diploma achieved by September 30 following the end of their cohort school year. &quot;Continuing Students&quot; are students who have been allowed to continue attending school beyond their senior year, or those who transferred to higher education or the Utah College of Applied Technology (UCAT) without first receiving a high school diploma. Students considered &quot;Other Completers&quot; include those who completed the General Education Development test (GED) or a Certificate of Completion or students with disabilities who participated in the Utah Alternate Assessment (UAA). The &quot;Dropout&quot; category includes students who have not completed graduation requirements, such as those who have withdrawn, dropped out, or have been expelled. Highlights from this 2017 report include the following: (1) Utah's statewide graduation rate for the 2017 cohort was 86%; (2) Utah high schools graduated 40,100 students; and (3) Over the past five years, Utah's graduation rate has steadily increased from 81% in 2013 to 86% in 2017. [For the 2016 report, see ED601982.]
Utah 2018 Graduation Rates
Author: Utah State Board of Education
Date: 2018-12-05
Type: Reports - Evaluative
Subjects: Graduation Rate,High School Graduates,Dropout Rate,Student Characteristics,Asian American Students,African American Students,American Indian Students,Hispanic American Students,Pacific Americans,White Students,Low Income Students,English Language Learners,Students with Disabilities,School Districts,High Schools

The Every Student Succeeds Act (ESSA) requires the state to calculate a four-year cohort rate. Utah implemented a federally defined cohort graduation rate in 2008. The graduation rate for the 2018 cohort includes all students who started ninth grade in the 2014-15 school year, plus students who transferred into the Utah public education system after ninth grade. Students in the cohort have four possible final outcomes: (1) Graduate; (2) Continuing student; (3) Other completer; and (4) Dropout. The &quot;graduate&quot; category includes students who have earned a basic high school diploma, Alternate Diploma (for students with a significant cognitive disability as defined in Board Rule R277-705-2), or an adult education high school diploma by September 30 following the end of their cohort school year. &quot;Continuing students&quot; are students who have been allowed to continue attending school beyond their senior year, or those who transferred to higher education or the Utah System of Technological Colleges (formerly UCAT) without first receiving a high school diploma. Students considered &quot;other completers&quot; include those who completed the General Education Development test (GED) or a certificate of completion; or are a student with a disability who participated in the Utah Alternate Assessment (UAA). The &quot;dropout&quot; category includes students who have not completed graduation requirements, such as those who have withdrawn, dropped out, or have been expelled. Highlights from this 2018 report include the following: (1) Utah's state graduation rate for the 2018 cohort was 87%; (2) A total of 41,322 students graduated from Utah's high schools; (3) Students who identify as Asian had the highest graduation rate - 92% - for the 2018 cohort; and (4) Utah's graduation rate has increased from 81% in 2013 to 87% in 2018. [For the 2017 report, see ED601937.]
Update: Safety Net Survey. Report to the Legislature
Author: O'Donnell, Amber
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Special Education,School Districts,Financial Needs,Financial Support,Individualized Education Programs,Surveys,Program Effectiveness,Training,Access to Information

Safety Net funding is available to local education agencies (LEAs) that demonstrate need for additional special education funding. There are two types of Safety Net funding--High-Need Individual and Community Impact. High-Need funding is on behalf of an individual student. Community Impact funding is for a factor that impacts the district as a whole. The Committee has awarded more than $638 million since the program's beginning in 1996-97. In 2018-19, the Committee awarded funding to 112 local education agencies (LEAs). The Legislature requires the Office of Superintendent of Public Instruction (OSPI) to annually survey LEAs about their satisfaction with the Safety Net process in order to improve the process. More than 360 people from LEAs that applied for Safety Net received the survey in September 2019. The survey included 13 questions and was open for two weeks. OSPI received 72 responses. This update discusses changes to the 2018-19 survey, responses to the survey, as well as recommendations and next steps. [For the 2018 update, see ED595894.]
Update: Transitional Bilingual Instruction Program (TBIP). Report to the Legislature
Author: Finnegan, Patty
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: English Language Learners,Bilingual Education Programs,Second Language Learning,Second Language Instruction,Expenditures,Transitional Programs,Language Proficiency,Language Tests,State Legislation,Educational Legislation,Language of Instruction,Academic Achievement,Eligibility,Scores,School Districts,Spanish,Russian,Afro Asiatic Languages,Semitic Languages,Ukrainian,Korean,Tagalog,Mandarin Chinese,Chinese,Malayo Polynesian Languages,Program Length,Elementary School Students,Secondary School Students

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible ELs receive TBIP services until they become proficient in English. During the 2017-2018 school year, 136,357 students were identified as ELs, a 1.6 percent increase from 2016-2017. Total expenditures to support English language development services across the state was $176.4 million, of which $158.7 million was from TBIP funding. This was a 12.5 percent increase in the TBIP total expenditures from the previous year. [For the previous update, see ED583112.]
School as a Site for Natural Language Learning
Author: Kuntze, Marlon
Date: 2016-00-00
Type: Reports - Research
Subjects: Sociocultural Patterns,Deafness,Language Acquisition,Teacher Role,Teacher Student Relationship,Communication Skills,Learning Theories,Educational Environment,Hearing Impairments,Peer Relationship,Socialization,American Sign Language,Preschool Children,Preschool Teachers,Teaching Methods

According to the sociocultural perspective of language development, language learning is a by-product of communication that is meaningful. For deaf students, who often have limited access to communication at home, it becomes more essential that their school provides a rich communicative environment. Meaningful interaction is a powerful motivating force in human development and learning. When a deaf child is provided full communicative access in the classroom where the teachers and classmates play the facilitative role of helping the child understand and make meaning, the child is provided an invaluable opportunity to learn language naturally. This chapter will examine critical questions related to the access to, implementation of, and impact of a communication-rich environment. The research is grounded in sociocultural theories of learning to illuminate possible ways to mitigate the impoverished contexts for language, literacy, and cognitive development. [This chapter was published in M. Marschark et al. (Eds.), &quot;Diversity in Deaf Education&quot; (p77-108). Oxford, UK: Oxford University Press.]
Study of Concurrent Enrollment Math Performance in a Subsequent Class. Issue Brief No. 2
Author: Grua, Cynthia
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Dual Enrollment,High School Students,College Freshmen,Numeracy,Teacher Characteristics,Mathematics Teachers,College Faculty

Utah SB 196 from the 2015 General Session challenged the State Board of Regents with increasing the number of students who complete their General Education Quantitative Literacy (QL) requirement senior year of high school. One thing needed to meet this goal: more Concurrent Enrollment Mathematics instructors. Utah System of Higher Education (USHE) math departments developed robust professional development programs to engage new educators in the Math 1030, 1040, and 1050 curriculum, more Concurrent Enrollment (CE) QL Math options have been made available, and the number of students completing their QL requirement through CE has increased as a result of SB 196 initiatives. To evaluate the strength of these efforts to involve public educators with Level 4 Mathematics endorsements, USHE analyzed data on the performance of students who took a CE math course(s) during 2016-17, who then took a subsequent math course during 2017-18 as a regular freshman. USHE collected data from the institutions on the education credentials of their math faculty so that the performance of students in subsequent math courses could be studied relative to the education credentials of the faculty member who taught the original CE math course(s). The methodology and findings are presented in this brief.
Early Support for Infants and Toddlers: 2017-2018 Annual Performance Report
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2019-02-01
Type: Reports - Evaluative
Subjects: Infants,Toddlers,State Programs,Federal State Relationship,Early Intervention,Disabilities,Educational Legislation,Federal Legislation,Family Involvement,Program Effectiveness,Transitional Programs,Conflict Resolution,Arbitration,Improvement Programs

The Department Children, Youth, and Families (DCYF) is a new cabinet level agency focused on the well-being of children. The vision is to ensure that &quot;Washington state's children and youth grow up safe and healthy-thriving physically, emotionally and academically, nurtured by family and community.&quot; (House Bill 1661) DCYF serves as the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DCYF, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. To ensure services are coordinated and conform to IDEA Part C requirements, each LLA develops and maintains subcontracts or local interagency agreements and local plans with individual early intervention providers or providing organizations within their geographic service area. This past year, the ESIT program met the following targets: (1) Services in natural environments (Indicator 2); (2) Child Find (Indicators 5 and 6); (3) Early childhood transition with the development of timely Individualized Family Service Plans (IFSPs) with transition steps and services at least 90 days, and at the discretion of all parties, not more than nine months, prior to the toddler's third birthday (Indicator 8A); and (4) Early childhood transition with timely notifications to the State Educational Agency (SEA) and the Local Educational Agency (LEA) where the toddler resides at least 90 days prior to the toddler's third birthday for toddlers potentially eligible for Part B preschool services (Indicator 8B). This annual report presents data for 2017-2018 on the early support for infants and toddlers in Washington state. [For the 2016-2017 Annual Performance Report, see ED592879.]
Early Support for Infants and Toddlers: 2017-2018 Year-to-Year Reports
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Infants,Toddlers,State Programs,Federal State Relationship,Early Intervention,Disabilities,Educational Legislation,Federal Legislation,Conflict Resolution,Arbitration,Race,Sex,Ethnicity

The Department of Children, Youth and Families (DCYF) is the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DCFY, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. During Federal Fiscal Year (FFY) 2017, the ESIT program held contracts with 24 Local Lead Agencies (LLAs) statewide in order to ensure that all families have equitable access to a locally coordinated system of early intervention services. As a result, 17,658 eligible infants, toddlers and their families received early intervention services during the past year. Annually, each state must report to the public: (1) The number and percentage of children with disabilities, by race, gender, and ethnicity, who are receiving early intervention services; (2) The number and percentage of children with disabilities, by race, gender, and ethnicity, who, from birth through age 2, stopped receiving early intervention services because of program completion or for other reasons; and (3) The number of mediations held and the number of settlement agreements reached through such mediations. This document provides that numerical information for 2017-2018. [For the 2016-2017 Year-to-Year Reports, see ED592880.]
Outdoor, Nature-Based Early Learning and Child Care Pilot Project. Substitute Senate Bill 5357, Chapter 162, Laws of 2017. Report to the Washington State Legislature
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: State Legislation,Outdoor Education,Preschool Education,Preschools,Pilot Projects,Educational Development,Program Implementation,Standards,School Safety,Academic Achievement,Access to Education,Certification,Educational Objectives

Substitute Senate Bill (SSB) 5357, laws of 2017, required the Washington State Department of Early Learning, now the Department of Children, Youth, and Families (DCYF), to establish a four-year pilot project to license &quot;outdoor, nature-based early learning and child care programs,&quot; otherwise known as &quot;outdoor preschools.&quot; As part of this project, DCYF and stakeholders in the outdoor preschool industry formed the Outdoor Preschool Advisory Group (OPAG) in August 2017 and began meeting regularly to maximize the inclusion of stakeholder input and expertise. The pilot project began with 14 different outdoor preschool programs across 22 sites throughout Washington, ready to participate as either an &quot;implementer&quot; or &quot;observer&quot; in a two-tiered pilot project structure. This report covers DCYF's efforts since the last report delivered to the legislature in January 2018 (see ED601972), and details DCYF's plans for the remainder of the pilot project.
Measuring School Performance for Early Elementary Grades in Maryland
Author: Dragoset, Lisa
Date: 2019-12-00
Type: Reports - Research
Subjects: Elementary School Students,Academic Achievement,Primary Education,Student Evaluation,Measures (Individuals),Accountability,Growth Models,Validity,Reliability,School Size,School Readiness,Kindergarten,Predictive Validity,Scores

The purpose of this report is to investigate the feasibility of constructing a school-level measure of students' academic growth from kindergarten to grade 3, and to assess the validity and precision of that measure. The study measured schoolwide student growth for reading and math using student growth percentiles based on Maryland's 2014/15 Kindergarten Readiness Assessment (KRA) and the 2017/18 grade 3 Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. To assess validity, the study calculated correlations between student scores on the two assessments and compared those correlations with correlations between scores on tests in later years. To assess precision, the study constructed 95 percent confidence intervals around schools' growth estimates. Schools' K-3 growth estimates are likely less valid than schools' grade 3-4 growth estimates but have a similar level of precision. Schools' K-3 growth estimates are much less precise for smaller schools than for larger schools. Similarly, they are much less precise when they include only random samples of students as compared to all students in a school's relevant cohort. The study offers lessons to other states interested in constructing early grade growth measures using two different assessments that are administered multiple years apart. The following are appended: (1) a description of methods and (2) supporting analyses.
An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at-Risk for Reading Difficulties
Author: Fien, Hank
Date: 2015-00-00
Type: Reports - Research
Subjects: Grade 1,Elementary School Students,At Risk Students,Reading Difficulties,Intervention,Instructional Effectiveness,Control Groups,Experimental Groups,Large Group Instruction,Small Group Instruction,Drills (Practice),Reading Programs,Decoding (Reading),Reading Fluency,Achievement Tests,Standardized Tests,Alignment (Education),Phonemic Awareness,Spelling,Cognitive Processes,Faculty Development,Emergent Literacy,Reading Tests,Observation

This paper presents findings of an efficacy trial examining the effect of a multi-tiered instruction and intervention model on first grade, at risk students' reading outcomes. Schools (n = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of SAT-10 scores (&gt;39th percentile = Tier 1; 16th-39th percentile = Tier 2). In both conditions, Students identified as at-risk (i.e., Tier 2; n = 267) received 90 minutes of whole group instruction (Tier 1) and an additional 30 minutes of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at risk students were provided an additional 30 minutes, daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students' decoding and fluent reading and substantive effects on total reading achievement. [This paper was published in &quot;Journal of Learning Disabilities&quot; v48 p602-621 2015 (EJ1076683).]
Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study
Author: Bayram, Dilan
Date: 2019-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Vocabulary,Foreign Countries,English (Second Language),Second Language Instruction,Receptive Language,Expressive Language,Secondary School Students,Course Content,Integrated Activities,Instructional Effectiveness

Content and Language Integrated Learning (CLIL) has a dual focus both on content and language teaching in which students learn through and about language and provides contextualized and meaningful situations. Although studies on the impact of CLIL on learners' vocabulary knowledge and reading comprehension have mostly positive results, related research is highly limited in Turkish context. Thus, this study aims to examine to what extent CLIL students differ from non-CLIL students in terms of their reading comprehension and vocabulary size (i.e. receptive and productive). Data were collected from 124 fifth-grade students by means of the reading parts of the Cambridge Key English Test, the 2,000-word frequency-band of the Vocabulary Levels Test (Schmitt, Schmitt, &amp; Clapham, 2001), and the adapted version of the Vocabulary Knowledge Scale (Paribakht &amp; Wesche, 1997). Results of the study showed that the CLIL students significantly outperformed their non-CLIL counterparts in reading comprehension, receptive and productive vocabulary knowledge.
Is L2 Writing Difficult? Causal Attributions of Turkish Pre-Service EFL Teachers and Relevance to Writing Scores
Author: Tanyer, Seray
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Difficulty Level,Preservice Teachers,English (Second Language),English Teachers,Scores,Foreign Countries,Writing Attitudes,Public Colleges,Writing Skills,College Freshmen,Academic Language,Teacher Role,Student Role,Educational Practices,Attribution Theory

In Turkey, first-year preservice English teachers learn L2 writing in at least two compulsory courses throughout their undergraduate ELT [English Language Teaching] programs. This study, conducted in this context, intends to investigate preservice English teachers' perceptions about L2 undergraduate writing difficulty and their causal attributions for these difficulties. It also aims to examine the relationship between density/variety of perceived difficulty in L2 writing and writing scores. For these purposes, the case study approach was adopted. In order to answer three research questions, in-depth interviews were conducted with 26 first-year preservice teachers studying in the ELT department of a Turkish state university, and their first-midterm writing scores were collected. According to the findings, firstly all the interviewees agreed that students in the program had difficulty while writing in L2. Secondly, the correlational analyses revealed a negative relationship between density/variety of perceived L2 writing difficulty and writing scores. Lastly, three main sources of perceived writing difficulty were identified: 1) &quot;student-based sources,&quot; 2) &quot;educational practices and tendencies&quot; and 3) &quot;lecturer-based sources.&quot; After all, the related inferences, discussions and suggestions about learning and teaching of L2 writing have been addressed based on the current findings.