ethanporcaro/eric-fulltext-meta huggingface dataset:
Midwives: Information on Births, Workforce, and Midwifery Education. Report to Congressional Requesters. GAO-23-105861
Author: Farb, Jessica
Date: 2023-04-00
Type: Reports - Research
Subjects: Obstetrics,Birth,Mothers,Health Services,Allied Health Occupations Education,Allied Health Personnel,Financial Support,Federal Aid,Quality Assurance,Stakeholders,Public Officials,Educational Trends,Barriers

Each year in the U.S., hundreds of individuals die from complications related to pregnancy or childbirth, and tens of thousands experience unexpected outcomes such as heart failure. In 2022, the US Government Accountability Office (GAO) reported that research showed more than half of rural counties lacked hospital-based services for pregnant people. GAO also reported on persistent racial and ethnic disparities in maternal death and severe maternal morbidity. Maternal health care providers, such as midwives, can play a critical role in improving maternal health outcomes. GAO was asked to examine midwifery education and access to midwifery care. This report describes information on midwife-attended births, the midwifery workforce, and any challenges to obtaining midwifery care; information on students of midwifery education programs, any midwifery educational challenges, and available federal financial support; and any challenges to measuring the quality of maternal health care, including midwifery care. GAO analyzed data from federal agencies and midwifery education and provider organizations, and reviewed research on midwifery care and education. GAO also interviewed a non-generalizable selection of 15 stakeholders knowledgeable about midwifery care and education, and eight researchers and officials from federal agencies about maternal care quality measures.
K-12 Education: Additional Guidance Could Improve the Equitable Services Process for School Districts and Private Schools. Report to the Chairwoman, Committee on Education and the Workforce, House of Representatives. GAO-23-105469
Author: Nowicki, Jacqueline M.
Date: 2023-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,School Districts,Private Schools,Equal Education,Academic Support Services,Ombudsmen,State Action

In 2019-20, over 4.6 million students attended private school. Many are eligible for equitable services--such as tutoring--under the Elementary and Secondary Education Act (ESEA). These federally funded services provided by school districts offer critical learning supports at private schools that opt to have their students receive them. ESEA requires states designate an ombuds to monitor and enforce equitable services requirements. The US Government Accountability Office (GAO) was asked to review state implementation of the ombuds requirement and equitable services more broadly. This report examines: (1) states' implementation of the equitable services ombuds and challenges in doing so; (2) how states and Education address equitable services disputes; and (3) challenges that selected private schools and school districts face related to equitable services.
Ethiopia Fact Sheet: Education and Youth
Author: USAID
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Access to Education,Barriers,Reading Skills,Instructional Materials,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Literacy Education,Reading Instruction,Faculty Development,Teacher Education,Elementary Education,Language Usage,Student Diversity

Over 18 million children in Ethiopia are enrolled at the primary level with a net enrollment rate of 100 percent. Unfortunately, the positive achievement of getting more children into school has strained the capacity of the system, and student learning has suffered. USAID's 2018 Early Grade Reading Assessment suggests that only 40 percent of students in grades 2 and 3 can read at a satisfactory level of 20-25 words per minute. The lack of printed materials and insufficient support for teachers has resulted in many students failing to acquire basic literacy skills that would allow them to learn other subjects and advance beyond primary school. In partnership with the Ministry of Education and regional state education bureaus, USAID invests in Ethiopia's children and youth to improve reading and reading skills among 15 million students in grades 1-8, and prepare young Ethiopians to lead more prosperous lives. The organization focuses on early grade reading because literacy is at the core of developing young independent thinkers whose academic excellence will enable them to make a meaningful difference in their community and around the world.
Going the Distance: Immigrant Youth in Canada&apos;s Labour Market
Author: Febria, Monina
Date: 2023-02-00
Type: Reports - Research
Subjects: Foreign Countries,Youth,Immigrants,Labor Market,Refugees,Academic Achievement,Barriers,Policy,Career Development,Career Exploration,Social Support Groups,Evidence Based Practice,Language Skills,Credentials,Mental Health,Social Discrimination,Social Capital,Workplace Learning,Job Skills

Immigrant and refugee youth in Canada -- despite high levels of educational attainment -- tend to experience higher rates of unemployment and are more likely to work in low-skilled, low-wage jobs than their Canadian-born counterparts. COVID-19 has exacerbated these employment disparities. Despite the increasing number of job vacancies, Canada is at risk of failing to adequately support this emerging talent pool and ensure the country's future economic growth. This report examines the disparity between the high levels of academic success immigrant and refugee youth achieve and the challenges they encounter when seeking to enter the workforce. It also provides several programmatic and policy recommendations to facilitate the inclusion and long-term advancement of immigrant and refugee youth. This report will provide insight into: (1) The challenges immigrant and refugee youth face that often make career development and exploration difficult; (2) Opportunities to support immigrant and refugee youth in their career development journey; and (3) Suggested strategies from research and youth themselves to help ensure success in the Canadian labour market.
K-12 Education: Education Should Assess Its Efforts to Address Teacher Shortages. Report to Congressional Committees. GAO-23-105180
Author: Nowicki, Jacqueline M.
Date: 2022-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Kindergarten,Elementary Secondary Education,Teacher Shortage,Government Role,Public Schools,Teacher Characteristics,Teacher Recruitment,Teacher Persistence,Barriers,Change Strategies,Problem Solving,COVID-19,Pandemics,Satisfaction,Job Satisfaction,Negative Attitudes

For years, parents and policymakers have raised concerns about teacher shortages. These concerns escalated during the COVID-19 pandemic, amid reports of teachers leaving the profession, fewer new teachers entering, and schools struggling to hire teachers. The Explanatory Statement accompanying the Further Consolidated Appropriations Act, 2020 includes a provision for the US Government Accountability Office (GAO) to examine K-12 teacher shortages. This report examines (1) the prevalence of public K-12 teacher shortages and characteristics of the teacher workforce; (2) key recruitment and retention challenges contributing to shortages; and (3) the extent to which the US Department of Education's efforts address these key challenges.
Ready for Kindergarten! Survey (R4K!S) Report: 2018-2019 Report to Supervisory Unions/Supervisory Districts
Author: Vermont Agency of Education
Date: 2019-10-14
Type: Numerical/Quantitative Data
Subjects: School Readiness,Surveys,Social Development,Emotional Development,Academic Persistence,Physical Development,Physical Health,Communication Skills,Cognitive Development,Lunch Programs,Preschool Education

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes &quot;readiness.&quot; Vermont's concept of children's readiness is multidimensional; it includes social and emotional development, communication, physical health, as well as cognitive development, knowledge, and approaches to learning (e.g., enthusiasm for learning, persistence, curiosity). Vermont's concept also reflects the belief that &quot;school readiness&quot; is interactional: children need to be ready for schools, and schools need to be ready to accommodate the diverse needs of children. The R4K!S consists of 34 items across the following domains: (1) Physical Development and Health; (2) Social and Emotional Development; (3) Approaches to Learning; (4) Communication; and (5) Cognitive Development. Kindergarten teachers are required to rate each child's skills as &quot;beginning,&quot; &quot;practicing,&quot; or &quot;performing independently&quot; on 28 items in addition to six additional questions related to health and well-being. [For the 2017-2018 report, see ED628413.]
Ready for Kindergarten! Survey (R4K!S), 2015-2016. Report to Supervisory Unions/Supervisory Districts
Author: Vermont Agency of Education
Date: 2016-08-00
Type: Numerical/Quantitative Data
Subjects: School Readiness,Surveys,Kindergarten,Young Children,Preschool Education,Physical Development,Social Development,Physical Health,Emotional Development,Communication Skills,Cognitive Development,Lunch Programs

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes &quot;readiness.&quot; Vermont's concept of children's readiness is multidimensional; it includes social and emotional development, communication, physical health, as well as cognitive development, knowledge, and approaches to learning (e.g., enthusiasm for learning, persistence, curiosity). Vermont's concept also reflects the belief that &quot;school readiness&quot; is interactional: children need to be ready for schools, and schools need to be ready to accommodate the diverse needs of children. The R4K!S consists of 34 items across the following domains: (1) Physical Development and Health; (2) Social and Emotional Development; (3) Approaches to Learning; (4) Communication; and (5) Cognitive Development. Kindergarten teachers are required to rate each child's skills as &quot;beginning,&quot; &quot;practicing,&quot; or &quot;performing independently&quot; on 28 items in addition to six additional questions related to health and well-being.
Systemic Improvement in the State Education Agency: A Rubric-Based Tool to Develop and Implement the State Systemic Improvement Plan (SSIP), Achieve an Integrated Approach to Serving All Students, Continuously Improve Practice in the SEA. Version 1.0
Author: Kerins, Thomas
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Scoring Rubrics,Program Development,Program Implementation,Accountability,Special Education,Educational Indicators

In spring 2014, the U.S. Department of Education's Office of Special Education Programs (OSEP) announced that it was beginning to implement a new accountability framework for special education. This framework, known as Results Driven Accountability (RDA), is intended to shift from a compliance to an outcomes focus to improve educational achievement and skills for students with disabilities. While compliance with the Individuals with Disabilities Education Act (IDEA) is still important, the new framework helps State Education Agencies (SEAs) create a more integrated approach to serving all students, including those with special needs. To build this capacity, states complete and implement a State Systemic Improvement Plan (SSIP). This plan serves as a new indicator for the state annual performance reports under the IDEA.
Ready for Kindergarten! Survey (R4K!S), 2016-2017. Report to Supervisory Unions/Supervisory Districts
Author: Vermont Agency of Education
Date: 2017-07-00
Type: Numerical/Quantitative Data
Subjects: School Readiness,Surveys,Kindergarten,Young Children,Preschool Education,Physical Development,Physical Health,Social Development,Emotional Development,Communication Skills,Cognitive Development,Lunch Programs

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes &quot;readiness.&quot; Vermont's concept of children's readiness is multidimensional; it includes social and emotional development, communication, physical health, as well as cognitive development, knowledge, and approaches to learning (e.g., enthusiasm for learning, persistence, curiosity). Vermont's concept also reflects the belief that &quot;school readiness&quot; is interactional: children need to be ready for schools, and schools need to be ready to accommodate the diverse needs of children. The R4K!S consists of 34 items across the following domains: (1) Physical Development and Health; (2) Social and Emotional Development; (3) Approaches to Learning; (4) Communication; and (5) Cognitive Development. Kindergarten teachers are required to rate each child's skills as &quot;beginning,&quot; &quot;practicing,&quot; or &quot;performing independently&quot; on 28 items in addition to six additional questions related to health and well-being. [For the 2015-2016 report, see ED628410.]
Ready for Kindergarten! Survey (R4K!S) Report, 2017-2018. Report to Supervisory Unions/Supervisory Districts
Author: Vermont Agency of Education
Date: 2018-05-00
Type: Numerical/Quantitative Data
Subjects: School Readiness,Surveys,Kindergarten,Young Children,Preschool Education,Physical Development,Physical Health,Social Development,Emotional Development,Communication Skills,Cognitive Development,Lunch Programs

Ready for Kindergarten! Survey (R4K!S) is a readiness assessment of children entering kindergarten about students' knowledge and skills within the first six to ten weeks of school. There are many interpretations of what constitutes &quot;readiness.&quot; Vermont's concept of children's readiness is multidimensional; it includes social and emotional development, communication, physical health, as well as cognitive development, knowledge, and approaches to learning (e.g., enthusiasm for learning, persistence, curiosity). Vermont's concept also reflects the belief that &quot;school readiness&quot; is interactional: children need to be ready for schools, and schools need to be ready to accommodate the diverse needs of children. The R4K!S consists of 34 items across the following domains: (1) Physical Development and Health; (2) Social and Emotional Development; (3) Approaches to Learning; (4) Communication; and (5) Cognitive Development. Kindergarten teachers are required to rate each child's skills as &quot;beginning,&quot; &quot;practicing,&quot; or &quot;performing independently&quot; on 28 items in addition to six additional questions related to health and well-being. [For the 2016-2017 report, see ED628412.]
Higher Education: Department of Education Should Improve Enforcement Procedures Regarding Substantial Misrepresentation by Colleges. Report to the Chairman, Committee on Education and Labor, House of Representatives. GAO-23-104832
Author: Emrey-Arras, Melissa
Date: 2022-12-00
Type: Reports - Research
Subjects: Higher Education,Federal Government,Public Agencies,Compliance (Legal),Law Enforcement,Deception,Written Language,Investigations,Punishment,Fees,Guidelines,Student Financial Aid,Documentation

If colleges provide inaccurate or misleading information about, for example, their students' ability to transfer course credits to another college or qualify for a specific certification after graduation, students may have difficulty completing their degree, finding a job in their field, or paying back their student loans. Education is responsible for enforcing a prohibition against colleges making these types of statements, when it determines they meet the definition of &quot;substantial misrepresentation.&quot; GAO was asked to review Education's oversight and enforcement of this prohibition. This report examines (1) how Education has organized its oversight activities and enforced this prohibition since the agency created its Student Aid Enforcement Unit in 2016, and (2) the extent to which Education has complete and updated written procedures for enforcing this prohibition. GAO reviewed relevant federal laws, regulations, and Education documents; analyzed Education data for fiscal years 2016 through 2021; and interviewed Education officials. GAO recommends that Education (1) complete written procedures for substantial misrepresentation investigations, including for selecting colleges and conducting investigations; and (2) update written procedures for imposing penalties, as appropriate, on colleges that engaged in substantial misrepresentation. Education agreed with GAO's recommendations.
Coordinated School Health: 2018-19 Physical Education/Physical Activity (PE/PA) Annual Report
Author: Tennessee Department of Education
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: Physical Education,Health Behavior,Physical Activity Level,State Standards,School Districts,Elementary Secondary Education,Educational Policy,Models,Obesity,Barriers,Guidelines,High School Students,Risk,National Surveys,Faculty Development,Academic Achievement,Recess Breaks,Body Composition,State Legislation,Program Effectiveness,Comprehensive School Health Education,Physical Education Teachers,Compliance (Legal),Punishment,School Surveys,Educational Innovation,Health Promotion

The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2018-19 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included.
K-12 Education: New Charter Schools Receiving Grants to Open Grew Faster than Peers. Report to Congressional Committees. GAO-23-106268
Author: Nowicki, Jacqueline M.
Date: 2023-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Charter Schools,Elementary Secondary Education,Grants,Enrollment Trends,Student Characteristics,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Minority Group Students,Racial Differences,Public Schools,Institutional Characteristics,English Language Learners,Low Income Students

The Department of Education Charter Schools Program (CSP) provides grants to open or expand charter schools. Enrollment in charter schools that received CSP grants grew from 213,576 to 1,380,530 students from school years 2006-07 to 2020-21. This report examines (1) enrollment growth at new charter schools that received CSP grants compared to those that did not for 2006-2020 (the most recent available); and (2) enrollment differences in student subpopulations for charter schools receiving such grants compared to other charter and traditional public schools for 2011-2015 (the most recent available that could be matched). The US Government Accountability Office (GAO) reviewed the three main CSP grants intended to open or expand charter schools: (1) CSP State Educational Agencies/State Entities; (2) CSP Charter Management Organizations; and (3) CSP Non-State Educational Agencies/Developers. GAO conducted a multivariate statistical analysis to match CSP-grant recipient charter schools with similar non-CSP charter schools to compare enrollment growth. GAO conducted another statistical analysis to compare student subpopulation enrollment differences among CSP grant-recipient schools, non-CSP charter schools, and traditional public schools. GAO reviewed relevant federal laws, regulations, and documents and interviewed federal officials. GAO incorporated technical comments from Education as appropriate.
Building a Better System of Support
Author: Redding, Sam
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Futures (of Society),Accountability,State Departments of Education,Agency Role,Academic Achievement,School Districts,Statewide Planning,Strategic Planning,State Policy,Educational Policy,Incentives,Educational Improvement,Educational Change,Capacity Building,Educational Legislation,Elementary Secondary Education,Federal Legislation,School Administration,Educational Administration,Low Achievement,Public Agencies,Achievement Gap,Institutional Characteristics,Intervention,School Turnaround,School Closing

The role of state education agencies (SEAs) in leading change to improve student learning has been evolving over several decades. The 1994 reauthorization of the Elementary and Secondary Education Act (U.S. Department of Education, 2013) introduced the &quot;statewide system of support&quot; as a framework for guiding the state's role in district and school oversight and assistance. This definition evolved into the more strategic and comprehensive System of Recognition, Accountability and Support (SRAS), which identifies and coordinates key policy levers states have for supporting low-performing districts and schools. Managing the SRAS for performance will not be business as usual. States will need to be deliberate in: (1) Strategically mobilizing all of their tools, including: (a) Building systemic and local capacity for change; (b) Creating opportunity for local agencies to pursue new strategies; (c) Offering incentives to improve; and (d) Intervening in the hardest cases; (2) Differentiating the application of specific tools to deal with schools' and districts' varied performance challenges and trajectories; (3) Including school districts as both partners and targets of reform; and (4) Continually assessing their own efforts and identifying ways to improve their system to more effectively support higher student achievement. [This chapter was published in: &quot;The SEA of the Future: Leveraging Performance Management to Support School Improvement. Volume 1,&quot; Building State Capacity and Productivity Center, 2013, pp. 9-18. See ED562516.]
Early Career Job Quality of Racialized Canadian Graduates with a Bachelor&apos;s Degree, 2014 to 2017 Cohorts. Insights on Canadian Society. Catalogue No. 75-006-X
Author: Galarneau, Diane
Date: 2023-01-18
Type: Reports - Evaluative
Subjects: Race,Minority Groups,College Graduates,Bachelors Degrees,Education Work Relationship,Labor Market,Employment,Income,Indigenous Populations,Foreign Countries,Asians,Blacks,Latin Americans,Unions

Racialized individuals are generally more likely than their non-racialized and non-Indigenous counterparts to pursue a university-level education. Despite this, their labour market outcomes are often less favourable. Using data from the integrated file of the Postsecondary Student Information System, the 2016 Census and the T1 Family File, this article compares the employment earnings, unionization rate and pension plan coverage rate of racialized graduates with a bachelor's degree with those of non-racialized and non-Indigenous graduates, two years after graduation.