ethanporcaro/eric-fulltext-meta huggingface dataset:
Languages Spoken by English Learners (ELs). Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Geographic Location,Language Usage,Spanish,Chinese,Vietnamese,Semitic Languages,Spanish Speaking,Immigrants,Creoles

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on languages spoken by English learners (ELs) are: (1) Twenty most common EL languages, as reported in states' top five lists: SY 2013-14; (2) States, including DC, with 80 percent or more Spanish-speaking ELs: SY 2013-14; and (3) Number of Spanish-speaking ELs, by State, including DC: SY 2013-14. Some facts included are: (1) Approximately 50 languages appear in one or more states' top five lists. The most common languages included Spanish, Arabic, Chinese, Vietnamese, and Haitian/Haitian Creole; (2) Nine states and the District of Columbia reported that 80 percent or more of ELs in the state spoke Spanish; and (3) Spanish-speaking ELs were concentrated in 11 states. Five of these states--California, Texas, Florida, New York, and Illinois--also reported the highest numbers of ELs overall.
English Learners' (ELs') Trends from the Nation's Report Card. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: National Competency Tests,Reading Achievement,Mathematics Achievement,Scores,Grade 4,Trend Analysis,English Language Learners,Grade 8,Native Speakers

The National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, is the largest continuing and nationally representative assessment of what students know about mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. This fact sheet reports only the reading and mathematics trends. Not all students in schools take NAEP. A sample of schools is selected based on school location, minority enrollment, level of school achievement, and average income of the geographic area. Then, within each school, students are randomly selected to participate. The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) trends into a tabulated form. The topics for this report on English Learners' (ELs') Trends From the Nation's Report Card include: (1) Grade-Four Reading Scores for ELs and Non-ELs: 2000 to 2015; (2) Grade-Eight Reading Scores for ELs and Non-ELs: 1998* to 2015; (3) Grade-Four Mathematics Scores for ELs and Non-ELs: 2000 to 2015; and (4) Grade-Eight Mathematics Scores for ELs and Non-ELs: 2000 to 2015.
English Learner (EL) Students Who Are Black. Fast Facts [2 of 2]
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Elementary School Students,Secondary School Students,African Americans,Blacks,Low Income Groups,Immigrants,Educational Attainment,Mothers

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. This fact sheet uses data from the 2013 American Community Survey (ACS), and applies the following definitions: An &quot;English learner&quot; student: (1) is ages 5 to 18; (2) attends school; (3) lives in a home where English is not the primary language spoken; and (4) reports speaking English &quot;well,&quot; &quot;not very well,&quot; or &quot;not at all.&quot; An &quot;English proficient&quot; student: (1) is ages 5 to 18; (2) attends school; (3) lives in a home where English is spoken; or (4) reports speaking English &quot;very well.&quot; The 2013 ACS defines individuals who are Black as those whose racial self-identification included &quot;black, African-American, negro, or mulatto, regardless of what additional race(s) the person reported, if any.&quot; These individuals can be &quot;Black alone or in combination&quot; with other races, regardless of Hispanic origin. These definitions represent the respondent's perceptions of his or her own English-speaking ability (Gambino, et al., 2014). The definitions may not correspond with those used by State Education Agencies and Local Education Agencies for reporting purposes. Topics presented for this report on &quot;English Learner (EL) Students Who Are Black&quot; contains the following topics: (1) Black Students Eligible for Free Or Reduced-Price Lunch (FRPL): 2013; (2) Immigration Status of Black Students: 2013; and (3) Educational Attainment of Mothers of Black Students: 2013.
The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program: School Years 2006-08
Author: Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: State Aid,Grants,Limited English Speaking,Language Proficiency,Mathematics Achievement,Reading Achievement,Language Arts,Federal Legislation,Educational Legislation,Elementary Secondary Education,Second Language Learning,State Standards,Accountability,Financial Support,Geographic Location,Immigrants,Academic Achievement,Native Language,Teacher Competencies,Technical Assistance,Surveys,Bilingual Students,Language Usage

This is the third biennial report to Congress on the implementation of the &quot;Elementary and Secondary Education Act's&quot; Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information regarding the U.S. Department of Education's efforts to hold states accountable for ensuring that all limited English proficient (LEP) students attain English proficiency and are achieving in reading/language arts and mathematics at the same high level set by the states for all students. Under these grants, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico on how well states are meeting their goals for LEP students' content area achievement and English proficiency for the school years (SY) 2006-07 and 2007-08. These data are state-reported, but not all states provided all the data requested. In many, but not all cases, the states provided an explanation for why required data were not submitted. The Commonwealth of Puerto Rico received Title III funding in only one year (SY 2006-07) covered by this report. The Commonwealth reports the number of limited Spanish proficient students (instead of limited English proficient students), and provides services for limited Spanish proficient students. Only the funding that the Commonwealth receives and the number of limited Spanish proficient students identified are reported in the main body of this report; additional information on Puerto Rico is included in the state profiles section of the report. Throughout this document, the number of states providing information is noted. This report provides a list of abbreviations and definitions. The following appendices are included: (1) Summary of Results Organized around the Nine Statute-Based Report Elements; and (2) Comments from States on Calculations to Determine Number of Teachers Needed in 5 Years. [For the second biennial report, see ED564285.]
The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program: School Years 2010-12
Author: Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (ED)
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: State Aid,Grants,Limited English Speaking,Language Proficiency,Mathematics Achievement,Reading Achievement,Language Arts,Federal Legislation,Educational Legislation,Elementary Secondary Education,Second Language Learning,State Standards,Accountability,Financial Support,Geographic Location,Immigrants,Academic Achievement,Native Language,Teacher Competencies,Technical Assistance,Surveys,Bilingual Students,Language Usage,Teacher Supply and Demand

&quot;Title III&quot; of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;) provides formula grants to states to help support the educational needs of students identified as English learners (ELs). In school year (SY) 2011-12, ELs served by &quot;Title III&quot;-funded activities comprised approximately 9 percent of the students in the United States. As our schools become more linguistically diverse, we must strive to ensure that these students have the knowledge and skills to succeed. The extent to which ELs graduate from high school with the skills and knowledge they need for college and careers affects America's long-term prosperity. This is the fifth biennial report to Congress on the implementation of the &quot;Elementary and Secondary Education Act's&quot; Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). In this report, the U.S. Department of Education presents data reported by the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico related to the education of EL students for SYs 2010-11 and 2011-12. States submit these data through their annual Consolidated State Performance Report (CSPR). The data may differ from state to state because states use different assessments, procedures, and criteria to determine English language proficiency, eligibility for EL services, and exiting EL programs. Therefore, caution should be exercised when interpreting these data. Year-to-year comparisons of percentages have been calculated and presented as differences in percentage points. Year-to-year comparisons of raw numbers have been calculated and presented either as percentage change over time or as a simple difference in numbers. This report is for members of Congress and is also available for public use. This report provides a list of abbreviations and definitions. The following appendices are included: (1) Detailed Data Tables; and (2) Profiles of States, the District of Columbia, and the Commonwealth of Puerto Rico. [For the fourth biennial report, see ED564278.]
The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program: School Years 2004-06
Author: Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (ED)
Date: 2008-06-00
Type: Numerical/Quantitative Data
Subjects: State Aid,Grants,Limited English Speaking,Language Proficiency,Mathematics Achievement,Reading Achievement,Language Arts,Federal Legislation,Educational Legislation,Elementary Secondary Education,Second Language Learning,State Standards,Accountability,Financial Support,Geographic Location,Immigrants,National Competency Tests,Academic Achievement,Native Language,Testing Accommodations,Teacher Competencies,Technical Assistance,Surveys,Grade 4,Grade 8

The biennial report to Congress on the implementation of the Title III state formula grant program provides a snapshot of the status of the U.S. Department of Education's efforts to hold states accountable for ensuring that all limited English proficient (LEP) students attain English language proficiency (ELP) and are achieving in the content areas of mathematics and reading or language arts at the same high level set by the states for all students. Title III of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;), which focuses on the specific goals of identifying students who have limited English proficiency and serving them with effective language instruction educational programs (LIEPs), was first implemented upon the reauthorization of the &quot;ESEA&quot; by the &quot;No Child Left Behind Act of 2001.&quot; Title III further specifies that states must develop standards and targets for the acquisition of English and for the demonstration of academic content knowledge by LEP students. The first biennial report since the reauthorization of the &quot;ESEA&quot; covers the years 2002-04. This second biennial report represents the second effort to collect data from states to determine how well these goals are being met. In this report, the U.S. Department of Education provides data reported by the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico, related to the education of LEP students for the 2004-05 and 2005-06 school years. The following appendices are included: (1) Summary of Results Organized Around the Nine Statute-Based Evaluation Elements; (2) OMB-Approved Data Collection Form; and (3) Methodology.
Asian/Pacific Islander Languages Spoken by English Learners (ELs). Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-02-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Asians,Pacific Islanders,Chinese,Vietnamese,Sino Tibetan Languages,Immigrants,Geographic Location,Children,Adolescents

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on Asian/Pacific Islander languages spoken by English Learners (ELs) include: (1) Top 10 Most Common Asian/Pacific Islander Languages Spoken Among ELs: SY 2011-12; (2) Largest Percentage of ELs Who Were Asian/Pacific Islander, by State: 2008-12; (3) Numbers of Reported EL Speakers of Top Three Asian/Pacific Islander Languages: SY 2006-07 through 2011-12; and (4) Percentage of School-Age Asian/Pacific Islander Language Speakers Who Were ELs, by Language: 2008-12.
English Learners (ELs) and Charter Schools. Fast Facts
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Charter Schools,Geographic Location,School Districts,Immigrants

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on English Learners (ELs) and charter schools include: (1) Number of Charter Schools, by State, Including DC: SY 2011-12; (2) Number of ELs in Charter Schools, by State, Including DC: SY 2011-12; (3) States With the Largest Numbers of EL Charter School Students: SY 2011-12; and (4) Percentage of EL Students in the Three Largest School Districts in the Top Three EL States, by School Type: SY 2011-12.
English Learner (El) Students Who Are Black. Fast Facts [1 of 2]
Author: Department of Education (ED), Office of English Language Acquisition (OELA)
Date: 2015-10-00
Type: Numerical/Quantitative Data
Subjects: Blacks,African Americans,English (Second Language),Second Language Learning,National Surveys,English Language Learners,Elementary School Students,Secondary School Students,Tables (Data),Native Language,Second Languages,Immigrants,Birth,Foreign Countries,Family Environment

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. This fact sheet uses data from the 2013 American Community Survey (ACS) and applies specific definitions. An &quot;English learner&quot; student: (1) is ages 5 to 18; (2) attends school; (3) lives in a home where English is not the primary language spoken; and (4) reports speaking English &quot;well,&quot; &quot;not very well,&quot; or &quot;not at all.&quot; An &quot;English proficient&quot; student: (1) is ages 5 to 18; (2) attends school; (3) lives in a home where English is spoken; or (4) reports speaking English &quot;very well.&quot; The 2013 ACS defines individuals who are Black as those whose racial self-identification included &quot;black, African-American, negro, or mulatto,regardless of what additional race(s) the person reported, if any.&quot; These individuals can be &quot;Black alone or in combination&quot; with other races,regardless of Hispanic origin. These definitions represent the respondent's perceptions of his or her own English-speaking ability (Gambino, et al., 2014). The definitions may not correspond with those used by state education agencies and local education agencies for reporting purposes. Topics included in this report on English Learner (EL) Students Who Are Black include the following: (1) Percentage of EL Students Who Are Black, by State, Including DC: 2013; (2) Percentage of EL Students Who Are Black, by Birthplace: 2013; (3) Top 15 Languages Spoken At Home by EL Students Who Are Black: 2013; and (4) Top 15 Birthplaces of Foreign-Born EL Students Who Are Black: 2013
Designing, Leading and Managing the Transition to the Common Core: A Strategy Guidebook for Leaders
Author: Brown, Brentt
Date: 2014-02-00
Type: Guides - Non-Classroom
Subjects: Common Core State Standards,School Districts,Instructional Leadership,Educational Change,Evidence Based Practice,Instructional Design,Guides,Accountability,Educational Innovation,Change Strategies,Instructional Improvement,Teaching Methods,Feedback (Response),Parent Participation,Educational Strategies,Elementary Secondary Education

The Common Core provides districts an opportunity to renew their focus on teaching and learning. But it also poses a number of design and implementation challenges for school districts. The &quot;Leadership and Design Cycles&quot; described in this guidebook offers an evidenced-based and structured process for leaders to design and implement Common Core change initiatives in ways that promote innovation, build reciprocal accountability, and effectively address both the technical and human dimensions of change. Infusing &quot;design thinking&quot; into the change process allows leaders to share responsibility for tactics, while ensuring that what gets designed and implemented meets a locally defined vision and core strategy for 21st Century teaching and learning. It also is an essential tool for engaging a wide range of stakeholders. The guide also explores the essential questions or &quot;design choices&quot; that leaders must address to effectively navigate their districts through a complex and comprehensive journey. This includes essential change management practices, such as: (1) connecting the initiative to a broader vision for improved teaching and learning; (2) managing the pace of change by narrowing focus; (3) increasing site/classroom autonomy, while providing enhanced support; (5) engaging teachers and site administrators in the design process; (5) building or repurposing feedback loops and refining strategies and tactics accordingly; (6) increasing leadership development opportunities for site administrators; (7) coupling bottom up change strategies with clear expectations and accountability; and (8) informing, engaging and involving parent and community members. The guide concludes with a bibliography.
Degrees of Freedom: Diversifying Math Requirements for College Readiness and Graduation (Report 1 of a 3-Part Series)
Author: Burdman, Pamela
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,College Readiness,High School Students,Mathematics Curriculum,Algebra,Geometry,Calculus,Required Courses,Academic Aspiration,Educational Opportunities,Role,Majors (Students),College Students,Educational Change,Barriers,Common Core State Standards,Statistics,Technological Advancement,Medical Education,Course Selection (Students),Low Achievement,Course Content,Elementary Secondary Education,Articulation (Education)

Since the mid-20th century, the standard U.S. high school and college math curriculum has been based on two years of algebra and a year of geometry, preparing students to take classes in pre-calculus followed by calculus. Students' math pursuits have been differentiated primarily by how far or how rapidly they proceed along a clearly defined trajectory that has changed little since then. Evolutions in various disciplines and in learning sciences are calling into question the relevance and utility of this trajectory as a requirement for all students. The emerging movement is toward differentiated &quot;math pathways&quot; with distinct trajectories tied to students' goals. Alternatives emphasizing statistics, modeling, computer science, and quantitative reasoning that are cropping up in high schools and colleges are beginning to challenge the dominance of the familiar math sequence. The drive toward acknowledging the importance of multiple domains within math is prompted largely by two developments: (1) technological tectonics; and (2) demand for deeper learning. Decisions about math requirements and expectations will have a major impact on the academic opportunities of millions of students nationally. This is the first report in &quot;Degrees of Freedom,&quot; a series that explores the role of math as a gatekeeper in higher education. This report examines the move toward differentiated math pathways linked to students' academic majors, highlights some obstacles to implementing them, and discusses some principles for addressing those obstacles. [For part 2 of this series, see ED564295. For part 3 of this series, see ED564294.]
Implementing Common Core State Standards in California: A Report from the Field
Author: McLaughlin, Milbrey
Date: 2014-06-00
Type: Reports - Research
Subjects: Common Core State Standards,Program Implementation,Interviews,Performance Factors,Change Strategies,Educational Quality,Instructional Improvement,Curriculum Development,Educational Resources,Human Capital,Technology Planning,Professional Development,Educational Assessment,State Surveys,Program Attitudes

In this report, the authors present some initial findings on the early implementation of Common Core State Standards (CCSS) in California. They report on their interviews with educators in all regions of the state, and on their views of how implementation is proceeding in their schools and districts. The authors then review some of the key challenges that local educators identified as they moved forward with CCSS implementation, and highlight areas where districts, schools, and counties will require more or different support as they continue their implementation efforts. The report concludes with some observations on the current state of implementation in California, and what it will take to ensure that implementation of the CCSS leads to lasting improvements in the quality of teaching and learning in California's schools.