ethanporcaro/eric-fulltext-meta huggingface dataset:
California Diploma Project Technical Report II: Alignment Study--Alignment Study of the Health Sciences and Medical Technology Draft Standards and California's Exit Level Common Core State Standards
Author: McGaughy, Charis
Date: 2012-06-00
Type: Reports - Research
Subjects: Academic Standards,State Standards,Alignment (Education),Vocational Education,Health Sciences,Medicine,Biotechnology,Public Health,Mental Health,Health Services,Administration,English,Language Arts,Literacy,Mathematics,College Readiness,Career Readiness,Difficulty Level,Reading,Writing (Composition),Listening,Speech,Numbers,Algebra,Geometry,Statistics,Probability,Calculus

The California Department of Education is in the process of revising the Career and Technical Education (CTE) Model Curriculum Standards. The Educational Policy Improvement Center (EPIC) conducted an investigation of the draft version of the Health Sciences and Medical Technology Standards (Health Science). The purpose of the study is to understand how the Health Science Standards relate to college and career readiness and foundational English language arts (ELA) and mathematics content, as represented by California's exit level augmented Common Core State Standards (CCSS). This study utilized an alignment methodology analyzing the relationship between the Health Sciences Standards and (a) California's grade 11-12 CCSS in English Language Arts and Literacy and (b) California's High School CCSS in Mathematics and the Standards for Mathematical Practice. The augmented Common Core State Standards (CCSS) were adopted by the California State Board of Education (SBE) on August 2, 2010. The augmented CCSS represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills necessary for success in college and careers. The goal of the updated CTE Model Curriculum Standards is to provide a clear and coherent message about what students need to know and be able to do in order to be successful in postsecondary education or job training programs within 15 industry sectors. These standards aim to provide a framework of what to teach without stipulating how to teach it. In this pilot study, however, only the standards within the Health Sciences and Medical Technology Sector were examined. This alignment study examines two dimensions of alignment, looking at both content and cognitive complexity. Using a modified version of the methodology developed by the Regional Educational Laboratory Southwest, this study addresses the following research questions: (1) To what extent are the knowledge and skills found in the CA CTE Health Science Standards the same or different (aligned) to the augmented CCSS?; and (2) How does the cognitive complexity of the CA CTE Health Science Standards compare to the augmented CCSS? Appended are: (1) Standards Used in Study; and (2) Revised Standards. (Contains 35 figures, 15 tables, and 8 footnotes.) [This paper was prepared for Policy Analysis for California Education (PACE).]
Standards Feedback Report. South Carolina Course Alignment Project
Author: Educational Policy Improvement Center (EPIC)
Date: 2008-06-13
Type: Reports - Descriptive
Subjects: Educational Policy,Higher Education,State Standards,High Schools,Feedback (Response),College Readiness,Alignment (Education),Language Skills,Mathematics Skills,Science Process Skills,Academic Standards

This report, prepared for the South Carolina Commission on Higher Education by the Educational Policy Improvement Center (EPIC), provides a final list of recommended college readiness reference standards to be used as part of the South Carolina Course Alignment Project (SCCAP). The purpose of these standards is to serve as a common reference point for the development of courses in English/language arts, math, and science that align between high school and college. The standards are not designed as a substitute for existing South Carolina curriculum standards, nor are they related in any way to admission to postsecondary education in the state. They will be used as a reference point by design teams that will construct the aligned courses. This draft list of college readiness reference standards was submitted to the South Carolina Commission on Higher Education, the SCCAP Steering Committee, and to additional faculty and administrators from South Carolina educational institutions, who were asked to review and comment on them. The review was completed via a web application in which each participant selected one or more of the four subject areas and the cross-disciplinary skills to review. In each subject area, respondents could agree or disagree with the inclusion of a standard and enter a comment. A total of 104 participants submitted 118 reviews. (Contains 4 tables.)
2011 Annual Report: Maine Course Pathways Project
Author: Educational Policy Improvement Center (EPIC)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Student Evaluation,State Standards,Articulation (Education),Scoring,Professional Development,Politics of Education,Annual Reports,Curriculum Development,Educational Improvement,Improvement Programs,Evaluation Criteria,Partnerships in Education,Contracts,Participation,Teacher Surveys,State Curriculum Guides,Educational Change,Change Strategies,Enrichment Activities

The Educational Policy Improvement Center (EPIC), a 501(c)3 nonprofit organization, seeks to help policy makers and policy implementers alike do a better job of using educational policy as a tool to improve schooling and student learning. EPIC works with federal agencies, state education departments, non-governmental organizations, private foundations, and school districts to support research on a range of issues in the areas of high school-to-college articulation, adequacy funding, large-scale assessment models, and other policy initiatives designed to improve student success. The Maine Department of Education has partnered with EPIC since 2007 to develop a system for determining the degree to which high school students are given the opportunity to learn all required state standards. The goal is to help schools validate curriculum and academic programs while also maintaining local control over the content and sequencing of courses. The 2010-2011 school year was a development year with focus on professional development to help participants implement Maine Course Pathways and, in particular, to further hone teachers' capacity to document standards in syllabi. This report provides an overview of the activities during the 2010-2011 contract year, as well as recommendations for the future of the Maine Course Pathways project. Accomplishments in 2010-2011 include professional development activities, sample syllabus development, Scoring Guide revisions, and system enhancements. There was an increase in syllabus confirmation rates suggesting that these activities were helpful in understanding the Maine Learning Results (MLR) and how to convey them in syllabi. The project also developed a promotional video, which can be used to quickly convey the purpose and benefits of the project to current and potential participants. Appended are: (1) Project Background System Design; and (2) Participation by Content Area and School. (Contains 8 figures, 14 tables, and 6 footnotes.)
Roads to Opportunity: 2010 Annual Report--Maine Course Pathways Project
Author: Educational Policy Improvement Center (EPIC)
Date: 2010-00-00
Type: Reports - Research
Subjects: Educational Policy,Curriculum Development,Technical Assistance,Politics of Education,School Involvement,Secondary School Curriculum,Educational Opportunities,Annual Reports,Career Readiness,College Readiness,Alignment (Education),State Standards,Educational Strategies,Change Strategies,Developmental Studies Programs,Program Implementation,Program Descriptions,Participant Characteristics,State Curriculum Guides,Professional Development,Transitional Programs,Progress Monitoring,Educational Assessment,Educational Indicators,Educational Improvement

The Maine Department of Education (MDOE) is at the forefront of national efforts to align high school curriculum to college and career readiness standards. Embarking on a mission it calls A Personal Journey for Next Generation Learners, Maine has employed several key strategies to ensure all of its students graduate from high school with the knowledge and skills necessary for success beyond high school. In 2009, the Maine Legislature passed LD 1325, which became part of Maine Public Law Chapter 207, mandating that schools provide students multiple pathways to graduation. In response to LD 1325, the MDOE established the Maine Course Pathways (MCP) Project to provide high schools tools and technical assistance for monitoring school programs to ensure that all students have multiple opportunities to learn, practice, and demonstrate all of the MLR in each of the eight content areas. MCP, a collaboration between the MDOE and the Educational Policy Improvement Center (EPIC), is a school-wide curriculum review, centered on the course syllabus, that leads to course pathways analyses. The goal of the MCP system is to help schools validate curriculum and academic programs while maintaining local control over the content and sequencing of courses. This report begins with a detailed description of the MCP system, followed by an overview of pilot implementation to date. Data are presented on school participation and the results of the 2009-2010 syllabus reviews. The report concludes with a discussion of the lessons learned during the pilots, as well as recommendations for improving the effective implementation of MCP and the quality of teachers' syllabi. Appended are: (1) Participants by Pilot Year; (2) Rationale Statements; and (3) Components Review Summary. (Contains 8 figures, 8 tables, and 3 endnotes.)
The Ethical Academic: Academics as Public Intellectuals
Author: Parsons, Jim
Date: 2013-01-28
Type: Reports - Descriptive
Subjects: Foreign Countries,College Faculty,Self Concept,Professional Isolation,Professional Identity,Faculty Evaluation,Needs Assessment,College Role,Higher Education,Teaching Conditions,Educational Environment,Intellectual Experience,Public Speaking,Teacher Role,Anti Intellectualism,Leadership,Ethics

Twenty-five years ago, American sociologist Robert Neelly Bellah (Bellah, et al., 1986: 303) critiqued the growing isolation of intellectuals within universities and called for a return to &quot;social science as public philosophy.&quot; Little seems to have changed. My thirty-seven year experience at the University of Alberta suggests that academics see self-isolation as key to career success. Today's academic seems to work alone, engage in esoteric researching or theorizing, and publish single-authored articles in high-impact journals. At the University of Alberta, and I assume at other tier one universities, working to engage a wide public does not rank highly on Faculty Evaluation Committee's (FEC) annual reviews of academic work. This paper asks whether university-based academics are becoming irrelevant to wider publics and whether our intellectual leadership is waning. Here, I trace the history and importance of public intellectuals and make a case that ethically university-based academic leaders must become public intellectuals who engage the larger public through writing, speaking, or acting. Rooted in both Renaissance and Enlightenment, a public intellectual is a learned person shining a light on a public sphere. Although our post-modern sense has eroded many Enlightenment myths, I make the case that active ethical academic leadership should not be thrown to that wreckage. Here, I discuss the tradition of public intellectuals--discussing who, where, how, and what they are. I review the tradition of some historic and more recent public intellectuals like Ralph Waldo Emerson, Edward Said, Henry Giroux, and James K. A. Smith. I discuss why public intellectuals must speak fearlessly regardless of anti-intellectual traditions that might position academics as targets for ridicule. I discuss public intellectuals as both teachers and outline a number of practical and collaborative ways that academics might engage the public. This paper is framed on the beliefs that a university is (1) a place where academics work to protect and extend the best of a society's culture and knowledge, (2) can be a living witness to how knowledge can positively infuse a culture and a society, and that (3) academics are meant to serve the general good. (Contains a bibliography and 6 footnotes.)
The Divisive Gate-Keeping Role of Languages in Jamaica: Establishing Post Primary Schools as Centres for Immersion in the Target Language
Author: Davids, Melva P.
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,English (Second Language),Creoles,Native Language,Official Languages,Language Attitudes,Language Role,College Students,Second Language Learning,Language Acquisition,Immersion Programs

This paper seeks to examine the role of the official and &quot;de facto&quot; languages of anglophone Caribbean islands such as Jamaica. In reflecting on their statuses as users of language, tertiary level students registered in a Year One Performing Arts Program provided much insights into the interplay of both languages that coexist in society and provide the referent point in the construction of Caribbean linguistic and cultural identities. The role of popular theoretical linguistic claims in understanding language attitudes and acquisition challenges provided much insight and contemplation. Post Primary Schools as fertile grounds to establish centers for needs driven language instruction were explored as a viable approach to language learning in Post Primary language Instructions.
Studying Child Care Subsidies with Secondary Data Sources. Methodological Brief OPRE 2012-54
Author: Ha, Yoonsook
Date: 2012-12-00
Type: Reports - Research
Subjects: Child Care,Grants,National Surveys,Financial Support,Data Analysis,Research Methodology,Early Intervention,Block Grants,Low Income Groups,Early Childhood Education,After School Programs,Family Income,Employed Parents,Welfare Services

This brief describes four national surveys with data relevant to subsidy-related research and provides a useful set of considerations for subsidy researchers considering use of secondary data. Specifically, this brief describes each of the four datasets reviewed, highlighting unique features of each dataset and providing information on the survey design; provides a synopsis of available variables related to the study of child care subsidies from each dataset; discusses advantages and disadvantages of the surveys; and provides recommendations for future research using these datasets. It is the authors' hope that this methodology brief will offer researchers general guidance in selecting datasets suitable for various research questions related to child care subsidies and building accurate measures of child care subsidy receipt using available data. Selected Variables in the Survey for Child Care Subsidy Research are appended. (Contains 1 table and 11 footnotes.)
Head Start Children, Families, and Programs: Present and Past Data from FACES. OPRE Report 2011-33a
Author: Hulsey, Lara Kristin
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Credentials,Educational Testing,Preschool Children,Classroom Environment,Parent Attitudes,Preschool Tests,Classroom Observation Techniques,Interviews,Educational Quality,Educational Practices,Opinions,Participant Characteristics,Population Trends,Teacher Qualifications,Preschool Evaluation,Longitudinal Studies,Cohort Analysis,Family Characteristics,Research Reports,Child Development,Outcomes of Education,Teacher Attitudes,Administrator Attitudes,Annual Reports

This report provides a portrait of children entering Head Start for the first time in fall 2009, as well as of their family backgrounds and the classrooms and programs that serve them. The report also offers comparisons across the past decade of the Head Start program to delineate trends and changes in the population served and the services provided. Data are drawn from the Head Start Family and Child Experiences Survey (FACES), which was first launched in 1997 as a periodic, longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across many developmental domains; interviews with children's parents, teachers, and program managers; and observations of classroom quality. In 2008, the Administration for Children and Families (ACF) funded Mathematica Policy Research and its partners--Educational Testing Service and Juarez and Associates--to design and conduct FACES 2009. (Contains 18 figures, 4 tables, and 61 notes.)
Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012-45b. Executive Summary
Author: Puma, Mike
Date: 2012-10-00
Type: Reports - Research
Subjects: Preschool Education,Integrated Services,Disadvantaged Youth,Grade 3,Followup Studies,School Readiness,Child Development,Program Effectiveness,Outcome Measures,Student Experience,Elementary Education,Cognitive Development,Social Development,Emotional Development,Child Health,Access to Health Care,Child Rearing,Differences,Cohort Analysis

In the 1998 reauthorization of Head Start, Congress mandated that the US Department of Health and Human Services (DHHS) determine, on a national level, the impact of Head Start on the children it serves. As noted by the Advisory Committee on Head Start Research, this legislative mandate required that the impact study address two main research questions: (1) "What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income children? What difference does Head Start make to parental practices that contribute to children's school readiness?"; and (2) "Under what circumstances does Head Start achieve the greatest impact? What works for which children? What Head Start services are most related to impact?" The "Head Start Impact Study Final Report" addressed these questions by reporting on the impacts of Head Start on children and families during the children's preschool, kindergarten, and 1st grade years. This "Third Grade Follow-up to the Head Start Impact Study Final Report" addresses these same questions by looking at longer-term effects through the end of 3rd grade. The study was designed to separately examine two cohorts of children, newly entering 3-and 4-year-olds. This design reflects the hypothesis that different program impacts may be associated with different age of entry into Head Start. The study showed that the two age cohorts varied in demographic characteristics. The racial/ethnic characteristics of newly entering children in the 3-year-old cohort were substantially different from the characteristics of children in the newly entering 4-year-old cohort. While the newly entering 3-year-olds were relatively evenly distributed between Black children and Hispanic children about half of newly entering 4-year-olds were Hispanic children. The ethnic difference was also reflected in the age-group differences in child and parent language. (Contains 9 exhibits and 16 footnotes.) [For the full report, "Third Grade Follow-up to the Head Start Impact Study: Final Report. OPRE Report 2012-45," see ED539264.]
Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012-45
Author: Puma, Mike
Date: 2012-10-00
Type: Reports - Research
Subjects: Preschool Education,Integrated Services,Disadvantaged Youth,Grade 3,Followup Studies,School Readiness,Child Development,Program Effectiveness,Outcome Measures,Student Experience,Elementary Education,Cognitive Development,Social Development,Emotional Development,Child Health,Access to Health Care,Child Rearing,Differences,Cohort Analysis,Community Characteristics,Family Characteristics,Student Characteristics

In the 1998 reauthorization of Head Start, Congress mandated that the US Department of Health and Human Services (DHHS) determine, on a national level, the impact of Head Start on the children it serves. As noted by the Advisory Committee on Head Start Research, this legislative mandate required that the impact study address two main research questions: (1) &quot;What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income children? What difference does Head Start make to parental practices that contribute to children's school readiness?&quot;; and (2) &quot;Under what circumstances does Head Start achieve the greatest impact? What works for which children? What Head Start services are most related to impact?&quot; The &quot;Head Start Impact Study Final Report&quot; addressed these questions by reporting on the impacts of Head Start on children and families during the children's preschool, kindergarten, and 1st grade years. This &quot;Third Grade Follow-up to the Head Start Impact Study Final Report&quot; addresses these same questions by looking at longer-term effects through the end of 3rd grade. The study was designed to separately examine two cohorts of children, newly entering 3-and 4-year-olds. This design reflects the hypothesis that different program impacts may be associated with different age of entry into Head Start. The study showed that the two age cohorts varied in demographic characteristics. The racial/ethnic characteristics of newly entering children in the 3-year-old cohort were substantially different from the characteristics of children in the newly entering 4-year-old cohort. While the newly entering 3-year-olds were relatively evenly distributed between Black children and Hispanic children about half of newly entering 4-year-olds were Hispanic children. The ethnic difference was also reflected in the age-group differences in child and parent language. Appended are: (1) Updated Weighting and Analysis Procedures; (2) Baseline Characteristics for the 3rd Grade Analysis Sample; (3) Intent to Treat (ITT) Tables, 2002-2008; (4) Impact on the Treated (IOT) Tables, 2003-2008; and (5) Subgroup Tables, 2003-2008. (Contains 104 exhibits and 85 footnotes.) [For &quot;Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012-45b. Executive Summary,&quot; see ED539263.
Child Outcomes and Classroom Quality in FACES 2009. OPRE Report 2012-37a
Author: Moiduddin, Emily
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Credentials,Preschool Children,Outcomes of Education,Child Development,Research Reports,Classroom Environment,Family Characteristics,Cohort Analysis,Longitudinal Studies,Preschool Evaluation,Preschool Education,Teacher Qualifications,Population Groups,Participant Characteristics,Opinions,Educational Practices,Educational Quality,Interviews,Classroom Observation Techniques,Educational Testing,Parent Attitudes

This report provides a portrait of children who entered Head Start for the first time in fall 2009 and completed a year in the program in spring 2010. It also describes their family backgrounds and the classrooms and programs that serve them. Data are drawn from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES), a periodic, longitudinal study of program performance. Successive samples of Head Start children, their families, classrooms, and programs provide descriptive information at the national level on the population served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality; and child and family outcomes. Previous FACES cohorts were initiated in 1997, 2000, 2003 and 2006. (Contains 17 figures, 6 tables, and 82 notes.)