ethanporcaro/eric-fulltext-meta huggingface dataset:
Annual Joint Report of Pre-Kindergarten through Higher Education in Tennessee, 2018
Author: Tennessee Higher Education Commission
Date: 2018-02-01
Type: Reports - Descriptive
Subjects: Preschool Education,Elementary Secondary Education,Higher Education,Public Education,Graduation Requirements,Admission Criteria,Master Plans,Access to Education,Educational Quality,National Competency Tests,Charter Schools,State Standards,Academic Standards,Grants,Educational Attainment,State Boards of Education,Duplication,Educational Needs,College Entrance Examinations,Preservice Teacher Education,Teacher Education Programs,Program Effectiveness,Scholarships,Student Financial Aid,School Business Relationship,College School Cooperation,Graduation Rate,Teacher Certification,Adult Students

The &quot;Annual Joint Report of Pre-Kindergarten through Higher Education in Tennessee&quot; complies with the requirements established in T.C.A. § 49-1-302(a)(10). State law directs the State Board of Education (SBE) and the Tennessee Higher Education Commission (THEC) to provide an annual report to the Governor, the General Assembly, all public schools, and postsecondary institutions and their respective boards. This report includes, but is not limited to, discussion of the following four areas: (1) State Needs in Public Education; (2) Master Plan Fulfillment; (3) Duplication in Elementary, Secondary, and Postsecondary Education; and (4) Compatibility of Graduation and Admission Requirements. This year's report focuses on the state's current needs in Pre-K-16 education and how, through each agency's Master Plan, the SBE and THEC strive to deliver results in these priority areas. Continuous improvement has been the common theme in Tennessee's education system. The SBE's recently updated Master Plan places an intense focus on three ambitious student achievement goals, and the state is making significant progress toward these goals. [For the 2017 report, see ED590022.]
Enrollments in Languages Other than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Preliminary Report
Author: Looney, Dennis
Date: 2018-02-00
Type: Reports - Research
Subjects: College Students,Language Enrollment,Enrollment Rate,Enrollment Trends,Japanese,Korean,American Sign Language,French,Chinese,Greek,Semitic Languages,Italian,Latin,Portuguese,Russian

This report describes lower- and upper-level undergraduate and graduate course enrollments in languages other than English in summer and fall 2016 reported by 2,547 AA-, BA-, MA-, and PhD-granting colleges and universities in the United States. Between fall 2013 and fall 2016, enrollments in languages other than English fell 9.2% in colleges and universities in the United States; of the fifteen most commonly taught languages, only Japanese and Korean showed gains in enrollments.
The Relationship between Conversation and Reading Approach in Inquiry-Social Media Based Learning
Author: Mardiana, Harisa
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Interpersonal Communication,Computer Mediated Communication,Social Media,Reading Comprehension,Reading Skills,Inquiry,Active Learning,Case Studies,College Students,Foreign Countries,Technology Uses in Education,Outcomes of Education,Learner Engagement,Learning Processes,Instructional Effectiveness

This research aims to determine the relationship between conversation and reading approach with social media and to find out their implication in inquiry-based learning. The author also aims to find out how social media as new literacies can help students to challenge and improve their responsibility in learning, also develop their skills and knowledge through giving comments, sharing information, and finding information resources. This case study is using quantitative method. The object of this study was the students in semester 6 in one of the university located in Tangerang. Data collection was done by conducting observations, questionnaires, and interviews. The results showed that using technology in supporting inquiry-based learning had positive impact on student's engagement with the class, and increased the student's capability of learning significantly. Furthermore, the results showed that there is a strong relationship between conversation and reading approach in inquiry-social media based learning, and that this learning model considered as effective for teaching and learning.
Montana High School Completer and Dropout Data Collection Handbook
Author: Montana Office of Public Instruction
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: High School Students,Educational Attainment,Dropout Rate,Graduation Rate,Cohort Analysis,Data Collection,Computation,Special Education,Discipline,Educational Legislation,Technical Education,Vocational Education,Federal Legislation,Dropouts,High School Graduates

Gathering high school completer and dropout data and maintaining annual records provides longitudinal information on students which allows a district to observe its unique patterns of school dropouts. That information may assist schools to target prevention and intervention programs and policies that focus on local circumstances and address the problems at their roots. The information can also assist schools to meet accreditation standards for follow-up of students no longer in attendance and federal reporting requirements. The Achievement in Montana (AIM) system was fully implemented in the 2006-07 school year. It was designed as a centralized collection of student level data. The AIM system is now treated as the system of record for federal and state reporting. All students who enroll in a public school in Montana are assigned a nine-digit StateID. This StateID follows the student through his or her Montana school career. Student enrollments are tracked through this StateID, so that Office of Public Instruction personnel can report on the student's progress until graduation or completion of 12th grade. Demographic data are also associated with the StateID, including race/ethnicity, gender, birth date, and name. This StateID is used, where possible, in other statewide data collections, such as Special Education Child Count or the Migrant Program data system, as a secondary identifier. AIM is used to determine program participation for the fall enrollment period, as well as for the spring collection for criterion referenced testing. These programs include free/reduced lunch participation, special education participation, and LEP program participation. This report provides information on: (1) Purpose of Gathering High School Completer and Dropout Data; (2) Montana High School Completer and Dropout Data Glossary; (3) Collecting High School Completer Data; (4) Collecting Dropout Data; (5) Using Graduate and Dropout Data; and (6) Related Reports (Special Education Data Collection; School Discipline Data Collection; and Carl Perkins Vocational Education Concentrators).
Suicide Report: A Health Risk Behavior Comparison of Montana High School Students Based on Attempted Suicide. 2017 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Health Behavior,At Risk Students,Adolescents,Suicide,Self Destructive Behavior,Psychological Patterns,High School Students,Risk,Grade 9,Grade 10,Grade 11,Grade 12,Gender Differences,American Indian Students,White Students,Age Differences,Restraints (Vehicle Safety),Drinking,Weapons,School Safety,Sexuality,Sexual Abuse,Bullying,Victims,Smoking,Drug Abuse,Alcohol Abuse,Eating Habits,Television Viewing,Housing,Physical Activity Level,Grades (Scholastic)

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey on a volunteer basis, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data to be used in other national YRBS reports. The 2017 YRBS was conducted in February 2017. For the purpose of this report, youth that are classified as having attempted suicide are those Montana youth in 2017 that reported attempting suicide one or more times during the 12 months prior to taking the YRBS. Fifty separate risk behaviors were queried for association with the attempted suicide question. According to the 20117 YRBS, 9.5 percent of Montana high school students attempted suicide one or more times. Among Montana high school students who had attempted suicide (compared to those who had not attempted suicide), there was a higher percentage of risk behaviors in areas such as substance use, weapons, sexuality, bullying, eating habits, physical activity level, and life style. [For &quot;Suicide Report: A Health Risk Behavior Comparison of Montana High School Students Based on Attempted Suicide. 2011 Montana Youth Risk Behavior Survey&quot; see ED543249.]
How America Values College: Sallie Mae&apos;s National Study of College Students and Parents
Author: Sallie Mae Bank
Date: 2018-00-00
Type: Reports - Research
Subjects: Undergraduate Students,Value Judgment,Parent Attitudes,Family Attitudes,Paying for College,School Choice,College Choice,Parent Financial Contribution,Enrollment,Online Courses,Career Choice,Majors (Students),Outcomes of Education,College Housing,Student Employment,Planning

Since 2008, Sallie Mae has surveyed American families with an undergraduate student about their attitudes toward college and how they paid for it. This report is an adjunct to Sallie Mae's &quot;How America Pays for College&quot; study. It explores how families of undergraduates perceive the value of a higher education, the factors that influence their choice of schools, and the steps they are taking to make college more affordable. Sallie Mae partnered with Ipsos, a global independent market research company, to conduct this study. The report reflects the results of online interviews Ipsos conducted with 957 parents of children ages 18-24 enrolled as undergraduate students and 950 undergraduate students ages 18-24. Findings indicate that: (1) Most families consider college a worthwhile investment; (2) Many families approach college without a complete plan; (3) There is a need for additional family education about the language used to explain the process of paying for college; (4) Most families use cost to narrow down their list of college choices; and (5) Families stretch to bring college costs within reach.
Powerful Proof: The First Nine Graduating Classes of Timken Early College High School
Author: Stark Education Partnership
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: High School Students,College Preparation,High School Graduates,Outcomes of Education,Dual Enrollment,Academic Achievement,Urban Schools,Low Income Students,First Generation College Students,College Credits,Associate Degrees,Educational Benefits

In 2005, the percentage of Canton City (Ohio) young adults with some college or an associate degree was 33%. In addition, only 12.5% of its adults had earned a bachelor's degree or higher, and 81% of its students were in poverty. To increase the college population among Canton's poorest neighborhoods, the Canton City School District, Stark State College, the Canton Professional Educators Association and the Stark Education Partnership came together in 2005 to establish Timken Early College High School (TECHS) (formerly known as Canton Early College High School). This report evaluates the graduation data of the first nine classes of the school.
Louisiana Principals&apos; Teaching &amp; Learning Guidebook: A Path to High-Quality Instruction in Every Classroom, 2016-2017. Version 1
Author: Louisiana Department of Education
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Principals,Administrator Role,Leadership Qualities,Planning,Decision Making,Curriculum,Evaluation,Professional Development,Cooperation,Goal Orientation,Educational Improvement,Teacher Competencies,Mentors,Instructional Materials,Teacher Leadership,Elementary Schools,Middle Schools,High Schools,Academic Achievement

Those closest to students have the greatest impact on their success. Given this belief, Louisiana has focused its efforts to support and empower principals in their role as school leaders. Successful principals reflect and plan, using data throughout the year to set goals and improve instruction. The Department helps principals develop their skills as instructional leaders by providing distinct categories of support: (1) Tools and resources; and (2) Direct support. The &quot;Louisiana Principal's Teaching and Learning Guidebook&quot; brings together, in one place, the key actions and resources to guide principals in the areas of: (1) Workforce Planning and Decisions; (2) Curriculum, Assessment, Professional Development, and Collaboration; and (3) Goals and Educator Support. To further support school and district leaders in their use of this guidebook, each focus area opens with an overview of key decisions and concludes with a scenario to illustrate how a principal can use the data and resources included in the section to make informed planning decisions. The scenarios reflect only a subset of the key actions for each focus area, and principals should review all content to consider how they too will use data and resources to set the direction of their schools and improve instruction.
Fostering a Culture of Reading and Writing: Examples of Dynamic Literate Environments
Author: Hanemann, Ulrike, Ed.
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Literacy,Intergenerational Programs,Public Libraries,Correctional Institutions,Special Libraries,Library Services,Family Literacy,Functional Literacy,Family Programs,Access to Information,Correctional Education,Computer Use,Rural Areas,Handheld Devices,Telecommunications,Computer Games,Adult Education,Migrants,Culture,Reading,Writing (Composition),Early Childhood Education

This publication demonstrates the potential of dynamic literate environments and the importance of nurturing a culture of reading and writing, examining four different contexts: digital environments, intergenerational settings, community libraries and prisons. The case studies, from UNESCO's Effective Literacy and Numeracy Practices Database (LitBase), show how the creation of opportunities and demand to use, improve and sustain (newly) acquired literacy skills can have a positive impact on people's motivation to (re-)engage in learning and encourage them to further integrate literacy into their everyday lives. [Foreword by Arne Carlsen.]
Why Rural Matters 2015-2016: Understanding the Changing Landscape. A Report of the Rural School and Community Trust
Author: Showalter, Daniel
Date: 2017-04-00
Type: Reports - Research
Subjects: Rural Schools,Public Schools,Equal Education,Rural Education,Politics of Education,Educational Policy,English Language Learners,Early Childhood Education,Educational Indicators,Student Diversity,Socioeconomic Influences,Outcomes of Education,Elementary Secondary Education,Minority Group Students,Disabilities,High School Graduates,Family Income,Educational Finance,State Aid,Expenditure per Student,Student Transportation,Teacher Salaries,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,School Size,School District Size,School Districts,Child Development,STEM Education,College Readiness

More than one in four of America's public schools are rural, and nearly one in six of the nation's students are in rural areas. Many children and their families in rural America need better and more equitable educational opportunities. This is the main theme of &quot;Why Rural Matters 2015-16: Understanding the Changing Landscape,&quot; the eighth biennial report by the Rural School and Community Trust and its partners on the condition of rural education in the 50 states. This report was released roughly a year after the U.S. Federal Every Student Succeeds Act (ESSA), the bill that replaces and significantly rewrites the No Child Left Behind Act of the previous decades. The importance of this legislation and the changes it will bring are reflected in a special section. Further, the political context surrounding the 2016 presidential elections once again made clear that issues such as immigration reform, migrant rights, and education funding are &quot;hot button topics.&quot; The analyses and data presented in &quot;Why Rural Matters 2015-16&quot; can help to inform policy discussions on these issues as they relate to rural education, as in the case of English language learners (ELL) and early childhood education (ECE) initiatives. This report also includes special analyses of science, technology, engineering, and mathematics (STEM) education as they relate to educating America's rural youth. [This report was produced in partnership with the Institute for Child Success. For the 2013-2014 report, see ED556045.]
Iowa College and Career Readiness: Indicators Literature Review
Author: Welch, Matthew
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: College Readiness,Career Readiness,Educational Indicators,Accountability,Educational Quality,Academic Achievement,Evaluation Methods,Measures (Individuals),Knowledge Level,Academic Ability,Career Planning,College Entrance Examinations,Learning Strategies,Cognitive Style,Learner Engagement,Advanced Placement,Vocational Education,Computer Assisted Testing,Student Placement,Dual Enrollment,Student Financial Aid,Grade Point Average,Bilingualism,Service Learning,Social Development,Emotional Development,Work Experience Programs,Self Management

This brief presents a review of research and current state practices as they relate to measures that Iowa might consider for its federal accountability indicator of school quality or student success--specifically, for inclusion within a composite index of postsecondary readiness. Section 1 of this brief introduces a framework for evaluating and selecting measures of postsecondary readiness for accountability, reviews the four components of Iowa's DCCR, and summarizes the research on the relationship between measures of postsecondary readiness and student postsecondary outcomes embedded in the four components of Iowa's DCCR. Section 2 summarizes current practices on the use of measures of postsecondary readiness in other states.
Midwest Comprehensive Center Review: State Assessments in Languages Other than English. Preliminary Report
Author: Tabaku, Lisa
Date: 2018-06-30
Type: Reports - Evaluative
Subjects: Standardized Tests,Native Language,English Language Learners,Testing Accommodations,Spanish,Elementary Secondary Education,Mathematics Tests,Science Tests,Language Arts,Social Studies,Achievement Tests

This report reflects available information about the native language standardized assessments in use by the 50 states, the District of Columbia, and Puerto Rico. The report reflects the growing interest and commitment of policy makers, state education agencies (SEAs), and the public to provide English learners (ELs) equitable access to standardized tests. It also reflects the requirement in the Every Student Succeeds Act (ESSA) that states, &quot;identify languages other than English that are present to a significant extent in their participating student populations,&quot; to indicate the languages for which annual student achievement tests are not available, and to &quot;make every effort&quot; to develop such assessments. This report includes an account of states currently using native language assessments (NLAs), the subject areas tested, and the languages of these assessments. The report takes a close look at Puerto Rico and the four states (Texas, California, New Mexico, Colorado) that provide Spanish language arts assessments and additional standardized content assessments in languages other than English. The information for this report was gathered from state ESSA plans retrieved on March 13, 2018, and from SEA websites.
Empowerment Scholarship Accounts: The Trade-Offs of Empowerment Scholarship Accounts (ESAs) for Students with Disabilities
Author: McFadden, Erica
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,Disabilities,Educational Finance,State Aid,Educational Legislation,Federal Legislation,Equal Education,Accountability,Academic Accommodations (Disabilities),Academic Education,Vocational Education

Empowerment Scholarship Accounts (ESAs) are growing popular among parents of students with disabilities, providing them options to choose how and where to educate their children with financial assistance provided by the state. Almost ten percent of state funding for education is projected to be diverted to private options in 2015. This flexibility and control offered to a parent can come at the cost of added confusion about the program. It is important that parents understand the pros and cons of the program before they decide whether or not the program is the best fit for their student.
Desegregation Funding: History and Impact. Phoenix Union High School District
Author: Hunting, Dan
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: High Schools,School Districts,School Desegregation,Educational Finance,Equal Education,Program Budgeting,Expenditure per Student

Phoenix Union High School District (PUHSD) has its roots in Territorial Arizona and has served generations of residents as Phoenix evolved from a dusty agricultural town into the fifth-largest city in the nation. For decades, Phoenix Union High School was the lone high school in Phoenix. Desegregation funding makes up approximately 24 percent of the district's budget, allowing PUHSD to develop a series of magnet programs in areas such as aerospace, bioscience, police and fire science, and computer coding. PUHSD also has launched the state's first and only Montessori High School, as well as doubled the state average spent on support services for students to help ensure their security, well-being and achievement. Understanding the role and importance of desegregation funding to the district requires an understanding of the demographic and legal history of PUHSD, as well as some of its successes, which is presented in this report.
Louisiana&apos;s School System Planning Guide, 2017-2018
Author: Louisiana Department of Education
Date: 2017-12-00
Type: Guides - Non-Classroom
Subjects: Educational Planning,Educational Improvement,Evidence Based Practice,Disadvantaged Schools,Needs Assessment,Educational Finance,Budgets,Federal Legislation,Educational Legislation,Grants,School Turnaround,Educational Quality,School Districts

To improve struggling schools, Louisiana school systems are required to develop an evidence-based improvement plan for each struggling school and engage families and local stakeholders in the development of the plan. To create a strong plan for the upcoming school year, school systems should analyze their results and prioritize their needs, plan for their struggling schools, and apply for funds and align their budget. This document provides resources to help school systems develop strong improvement plans.