ethanporcaro/eric-fulltext-meta huggingface dataset:
Knocking at the College Door: Projections of High School Graduates. District of Columbia
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for District of Columbia related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Florida
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Florida related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Delaware
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Delaware related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Kansas
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Kansas related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Maine
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Maine related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Nebraska
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Nebraska related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
Knocking at the College Door: Projections of High School Graduates. Georgia
Author: Western Interstate Commission for Higher Education
Date: 2013-01-11
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Ethnicity,High School Graduates,Graduation Rate,Barriers,Access to Education,Family Income,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Mathematics Achievement,Reading Achievement,Scores,College Preparation,Paying for College

National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Georgia related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, &quot;Knocking at the College Door: Projections of High School Graduates,&quot; see ED540129.]
High School Roundtable: NCEA's Jean Rutherford Discusses America's High Schools at ECS
Author: National Center for Educational Accountability
Date: 2005-07-00
Type: Reports - Descriptive
Subjects: High Schools,Educational Change,Secondary School Curriculum,Alignment (Education),Academic Standards,Accountability,Student Evaluation,Data,Educational Research,Educational Practices,State Policy,Educational Policy

Governors and state and local education officials assumed that raising student achievement in the elementary and middle grades would solve the problems with high schools--but it hasn't. Why? Good information is the basis for successful improvement, and high school reform lacks accurate information about what students are to learn and about how many students are actually learning it. In this excerpt of her address at a National Center for Educational Accountability roundtable, Jean Rutherford discusses that in the absence of a clear and specific curriculum tied to courses and of data to inform stakeholders whether that curriculum has been mastered by grade and subject by student, they cannot ever determine the effectiveness of any given reform initiative... and, rather than first correcting the fundamental teaching and learning issues, they are spending huge amounts of time and money redesigning structures attempting to be effective without them. (Contains 2 footnotes.)
Building Community Schools: A Guide for Action
Author: Lubell, Ellen
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Community Schools,Integrated Services,Educational Change,Public Education,Program Development,Sustainability,Capacity Building,Case Studies,Foreign Countries

Community schools have always rooted their work in a solid body of research about what it takes to promote student success, including parental involvement in children's education, rich and engaging out-of-school experiences, student wellness and family stability. Because the community schools strategy, on its face, makes sense--and because the evidence shows that it works--an increasing number of schools in the United States and abroad have adopted this strategy. According to the Coalition for Community Schools, a national alliance of more than 170 organizations, at least 5,000 U.S. schools have been transformed into community schools. And through the Children's Aid Society's (CAS's) national and international work at the National Center for Community Schools, there is now an estimate of at least 27,000 additional schools worldwide pursuing this approach. Global forces that are driving this change include new immigration patterns, income-based achievement gaps, post-conflict political changes and the push for democratization in post-Communist countries. These and other issues are explored in this guidebook. Appended are: (1) Role of a Lead Partner in a Community School; (2) Community School Coordinator Sample of Job Description; (3) Stages of Development of Community Schools; (4) Theory of Change Basics for Community Schools; and (5) The CAS Theory of Change. A list of resources is included.
Keeping the Promise: 2011 Annual Report
Author: Children's Aid Society
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Poverty,Disadvantaged Youth,Urban Youth,Children,Adolescents,Youth Programs,Urban Programs,Annual Reports,Community Schools,Community Centers,Adoption,Foster Care,Counseling Services,Home Programs,Early Childhood Education,Child Care,Health Services,Summer Programs,College Preparation,Early Parenthood,Prevention

No child should be born into poverty, but as we know all too well, millions are. In New York City, nearly one out of every three children is poor. It is the city's highest rate of child poverty in three decades. Poverty is more complex than the lack of financial resources--the most vulnerable children often lack access to adequate food, shelter, family stability, quality education and healthcare. The city owes these children more. They deserve a fair opportunity to take part in the American dream--the idea that where you end up in life should not be determined by where you started. That is the promise of the Children's Aid Society to New York City's children. This paper presents the Children's Aid Society's 2011 annual report. [For the 2010 annual report, see ED540952.]
Lasting Change: The Children's Aid Society 2010 Annual Report
Author: Children's Aid Society
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Poverty,Disadvantaged Youth,Urban Youth,Children,Adolescents,Early Parenthood,Prevention,Health Services,Foster Care,Obesity,African Americans,Males,Adoption,Counseling Services,Home Programs,Community Schools,Community Centers

Throughout the first 157 years of The Children's Aid Society, the economy has cycled through highs and lows, some more severe than the recession individuals are still experiencing. And through them all, Children's Aid has remained strong. The society has always developed new and effective strategies to serve New York City's most vulnerable children. This paper presents the Children's Aid Society's 2010 annual report. [For 2009 annual report, see ED509769.]
Inspire / Aspire: Annual Report 2012
Author: Children's Aid Society
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Poverty,Disadvantaged Youth,Urban Youth,Children,Adolescents,Young Adults,Youth Programs,Urban Programs,Annual Reports,Early Childhood Education,Child Care,Community Schools,Community Centers,Health Services,Social Services,Summer Programs,After School Programs,Child Welfare,Charter Schools,Family Programs,College Preparation,Early Parenthood,Prevention,Adoption,Foster Care,Counseling Services,Home Programs

Only 8 percent of children born into poverty graduate from college by the age of 25. Consider what that means for the estimated 500,000 New York City kids living in poverty. It is a fact: The better educated a person is, the better her chances of upward mobility. So when fewer than one in 10 children born into poverty reach their academic potential, the nation is failing to achieve its highest ideals. The members of Children's Aid Society have worked for nearly 160 years to help bridge this gap between poverty and upward mobility. They want nothing more than to see children thrive and succeed. To realize this vision, they envelop children, starting before birth and into young adulthood, with programs and services that can help them overcome the many obstacles that poverty puts in their way. They have launched Keeping the Promise, an organization-wide strategy to build on and enhance the core services they know children need. Their programs focus on four essential domains: education, health, family and social-emotional development. They have also added a new focus: a collective goal to inspire the children in their care to achieve a college degree. This paper presents the Children's Aid Society's 2012 annual report. [For the 2011 annual report, see ED540951.]
School Based Health Centers
Author: Children's Aid Society
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Access to Health Care,Health Promotion,School Health Services,Child Health,Expertise,Dentistry,Vision,Screening Tests,Dental Health,School Community Programs

School Based Health Centers (SBHC) are considered by experts as one of the most effective and efficient ways to provide preventive health care to children. Few programs are as successful in delivering health care to children at no cost to the patient, and where they are: in school. For many underserved children, The Children's Aid Society's school-based health centers are their first and only access to health care. With a parent's consent for services, medical, dental and mental health issues are addressed in the school setting. This proactive approach prevents health issues from becoming acute concerns in the home, emergency room or community. As a result, youngsters miss fewer school days and parents miss fewer days at work. This paper describes the following SBHC programs of the Children's Aid Society: (1) Ready to Achieve Cardiovascular Health (REACH); (2) ChildSight Vision Screenings; (3) Reproductive Health Project; (4) Early Recognition Program; (5) No-Touch Dental Screenings; and (6) Orthodontic Clinic.
Mental Health: Reduce Referrals to Special Education by Treating Children's Mental Health Needs in Schools. On the Issues: Policy Recommendations
Author: Children's Aid Society
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Health Needs,Health Services,Special Education,Behavior Problems,Mental Health,Integrated Services,Mental Disorders,Suicide,Mental Health Programs,Family Programs,Referral,Models,Partnerships in Education,Elementary Schools,Middle Schools

The Children's Aid Society believes that innovative funding models should be used to train faculty and to provide school-based mental health services to the more than 90,000 children in New York State who suffer from serious mental illness but do not receive treatment. To treat these children's often disruptive, threatening, aggressive and suicidal behaviors, we recommend: (1) Using special education funding and partnering with private organizations to establish school-based mental health and family support service teams in all elementary and middle schools, and (2) Employing service teams to assess all special education referrals for possible mental health treatment before referring children with behavior problems for special education placement. (Contains 11 endnotes.)
Feedback for Better Teaching: Nine Principles for Using Measures of Effective Teaching. MET Project
Author: Bill and Melinda Gates Foundation
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Feedback (Response),Teacher Evaluation,Measures (Individuals),Teacher Improvement,Expectation,Weighted Scores,Data,Decision Making,Validity,Reliability,Accuracy

Teachers want to succeed, but they typically lack the conditions for success. Teachers generally work in isolation. They're on their own to adjust practice to better serve students. What guidance they get often is plagued by vague teaching standards, overly numerous and often trivial learning objectives, and testing systems that measure only some of the outcomes that educators value for students. Success itself remains ill defined. The partners in the Measures of Effective Teaching (MET) project--a group of thoughtful individuals in districts, unions, schools, research institutions, and technical organizations--told from the outset that current evaluation systems were not being used to improve teacher support. To help states and districts navigate the work of implementing feedback and evaluation systems that support teachers, this paper offers nine guiding principles based on three years' of study, observation, and collaboration with districts. Prior reports tested, and ultimately supported, the claim that measures of teaching effectiveness could be valid and reliable. These principles fall into three overarching imperatives: (1) Measure Effective Teaching; (2) Ensure High-Quality Data; and (3) Invest in Improvement. (Contains 1 figure.)
The Reliability of Classroom Observations by School Personnel. Research Paper. MET Project
Author: Ho, Andrew D.
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Observation,Teacher Evaluation,Accuracy,Reliability,Interrater Reliability,School Personnel,Principals,Peer Evaluation,Comparative Analysis

For many teachers, the classroom observation has been the only opportunity to receive direct feedback from another school professional. As such, it is an indispensable part of every teacher evaluation system. Yet it also requires a major time commitment from teachers, principals, and peer observers. To justify the investment of time and resources, a classroom observation should be both accurate and reliable. In this paper, the authors evaluate the accuracy and reliability of school personnel in performing classroom observations. The authors also examine different combinations of observers and lessons observed that produce reliability of 0.65 or above when using school personnel. They asked principals and peers in Hillsborough County, Florida, to watch and score videos of classroom teaching for 67 teacher-volunteers using videos of lessons captured during the 2011-12 school year. Each of 129 observers provided 24 scores on lessons provided to them, yielding more than 3,000 video scores for this analysis. The authors briefly summarize seven key findings: (1) Observers rarely used the top or bottom categories (&quot;unsatisfactory&quot; and &quot;advanced&quot;) on the four-point observation instrument; (2) Compared to peer raters, administrators differentiated more among teachers; (3) Administrators rated their own teachers 0.1 points higher than administrators from other schools and 0.2 points higher than peers; (4) Although administrators scored their own teachers higher, their rankings were similar to the rankings produced by others outside their schools; (5) Allowing teachers to choose their own videos generated higher average scores. However, the relative ranking of teachers was preserved whether videos were chosen or not; (6) When an observer formed a positive (or negative) impression of a teacher in the first several videos, that impression tended to linger; and (7) There are a number of different ways to ensure reliability of 0.65 or above. The authors conclude by discussing the implications for the design of teacher evaluation systems in practice. (Contains 7 figures, 10 tables, and 21 footnotes.)