ethanporcaro/eric-fulltext-meta huggingface dataset:
Indicators of School Performance in Texas. REL 2023-146. Appendixes
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-12-00
Type: Reports - Research
Subjects: Accountability,Low Achievement,Educational Indicators,Student Behavior,Attendance,Discipline,Course Selection (Students),Teacher Characteristics,Teaching Experience,Labor Turnover,Educational Assessment,Elementary Schools,Middle Schools,High Schools,Predictor Variables,Courses,Academic Failure,Suspension,Expulsion,Teacher Persistence,Student Characteristics

The School Improvement Division of the Texas Education Agency (TEA) identifies, monitors, and supports low-performing schools. To identify low-performing schools, TEA assigns annual academic accountability ratings to its districts and schools, but these ratings are provided only once per year and are vulnerable to disruptions in the assessment system. TEA partnered with Regional Educational Laboratory Southwest to explore whether information regularly collected by districts and schools could be the basis for creating indicators to monitor low-performing schools. The study team used a combination of student- and teacher-level administrative data made available to the study team through the Texas Education Research Center at the University of Texas at Austin and publicly available school- and district-level data available from the TEA website (including data on student characteristics, attendance aggregated to the school level, and school accountability ratings) and the Common Core of Data (National Center for Education Statistics, n.d.). The study team used data from the information management system to construct school-level measures that are not available through public accountability reporting systems, such as attendance rates, disciplinary actions, student course enrollment and completion, and teacher turnover. This document presents the following three appendixes that accompany the study: (1) Data and methods; (2) Supporting tables; and (3) Supplemental analyses. [For the full report, see ED624271.]
History, Policy, and Decision Points: Developing NAEP Assessment Frameworks
Author: Orr, Cornelia S.
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Educational History,Educational Policy,Guidelines,National Competency Tests,Governing Boards,Test Content,Educational Change,Policy Analysis,Decision Making,Futures (of Society),Grade 4,Grade 8,Elementary Secondary Education,Academic Achievement

The National Assessment Governing Board (Governing Board) is an independent, bipartisan organization that sets policy for the National Assessment of Educational Progress (NAEP), commonly known as The Nation's Report Card. This paper provides a summary of the history of the Governing Board framework development processes and the evolution of the policy that now governs how the Governing Board determines the content for NAEP. It explains how changes have occurred over time and the implications for current and future framework development. This paper also describes key decision points in this process, for example, when the Board involves external partners and stakeholders in updating or revising frameworks, and describes the Board's role in approving frameworks.
Doubling the Maximum Pell Grant. NASFAA Issue Brief [Updated]
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Student Financial Aid,College Students,Student Characteristics

The Pell Grant is the cornerstone of the federal student aid programs, providing need-based grant aid to the country's lowest-income postsecondary students. Pell Grants have failed for decades to keep pace with increased college costs and inflation. Doubling the maximum Pell Grant to $13,000 will effectively recalibrate the grant and restore its purchasing power. The lowest-income students will benefit the most from doubling the maximum Pell Grant, but eligibility would also expand to moderate-income students, for whom affording college is also a struggle. This brief discusses doubling the maximum Pell Grant. [For the 2021 version of this brief, see ED615320.]
Getting Curious and Gaining Knowledge through Transnational Collaboration in Foreign Language Teacher Education
Author: Hoinkes, Ulrich
Date: 2022-07-25
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Language Teachers,Teacher Collaboration,Multilingualism,Teacher Education Programs,Immigrants,Intercultural Communication,Language Role,French,Spanish,English (Second Language),German,Cultural Awareness,Teaching Methods,Learning Processes,International Cooperation,Educational Cooperation,Higher Education,Professionalism,Partnerships in Education,Program Descriptions,Information Technology,Technology Uses in Education,Student Attitudes,Portfolios (Background Materials),Foreign Countries,Integrated Learning Systems

The claim to strive for greater internationalisation in the fields of academic education not only corresponds to the pressures of an increasingly globalised world but is also a response to the ever-growing challenges of cultural diversity that exist within one's own country. For students, however, the geographical space relevant to their education is usually constituted not by the nation state but by an educationally autonomous entity of subordinate size. The field of foreign language teacher training is a prime example in this respect in its interweaving with overarching educational concepts. For teachers and students, the importance of individual multilingualism is revealed in their dealings with people from a wide variety of migrant backgrounds, in different places on journeys, and in many professional fields around the world. It is of great value for prospective language teachers in one country to recognise the role that French, Spanish, English, or German play as foreign languages in other countries and to be aware of the different situations of social multilingualism. It is important to recognise that a couple of well-defined factors significantly influence the way foreign languages are taught and learned in other places. This chapter presents the proPIC project, which was an Erasmus+ funded project, being part of the worldwide initiatives for more internationalisation in higher education. In practice, proPIC adopted the concept of transnational collaboration as far as it applies to the education sector. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
The Project Information Literacy Retrospective: Insights from More than a Decade of Information Literacy Research, 2008-2022
Author: Head, Alison J.
Date: 2022-10-12
Type: Reports - Evaluative
Subjects: Information Literacy,Educational Research,Literature Reviews,College Students,Curriculum Evaluation,Information Seeking,Student Experience,Academic Libraries

This paper presents a summary of the entire body of research, 2008 to 2022, from Project Information Literacy (PIL) on the strategies students use for finding, using, and creating information for college courses, in everyday life, and the workplace while navigating a vast, ever-changing information landscape. Major findings from 12 reports and seven related research articles are presented. A computational analysis of 2,475 citations from 1,961 sources provides empirical data for interactive information visualizations about the geographic reach and impact of PIL's research on the wider educational context. This retrospective, the final publication produced as part of more than a decade of studying college students, concludes with a discussion of PIL's practical impact on information literacy instruction and suggestions for future research.
Filmmaking by Students or Rethinking Thinking
Author: Clausen, Kyra
Date: 2022-07-25
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Romance Languages,College Second Language Programs,Program Descriptions,Teacher Education Programs,Films,Teaching Methods,Video Technology,Undergraduate Students,Graduate Students,Pedagogical Content Knowledge,Foreign Countries,Learning Processes,Technological Literacy,Student Attitudes

In 2013, the so-called Viducation project was launched at the Institute of Romance Studies at the University of Kiel4 (CAU) as a reaction to the new Bachelor of Arts and Masters of Arts degree programmes in order to improve students' learning skills and core competences by creating subject-related videos. Filmmaking by students is already widely used in primary and secondary schools, while teacher education is still hardly prepared for it (as shown for German teacher education training, Müller, 2012). The aim of this article is to present a learning approach that enables students to expand their subject knowledge in a sustainable, value-based, and personality-building way on the basis of constructivist learning theories by means of filmmaking. In this article, the authors explain the theoretical background of the learning approach 'Filmmaking by Students' and sum up empirical evidence of filmmaking in learning. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
The proPIC Study Weeks: Experiencing Transnational Exchange
Author: Schwab, Götz
Date: 2022-07-25
Type: Reports - Descriptive
Subjects: International Cooperation,Educational Cooperation,Study Abroad,Partnerships in Education,Consortia,Guidelines,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,Foreign Countries,Videoconferencing,Student Evaluation,Faculty Development,School Visitation,Student Attitudes,Feedback (Response),Telecommunications,Handheld Devices,Teacher Educators,Portfolios (Background Materials),Preservice Teachers,Computer Simulation,International Educational Exchange

A core element of the proPIC project is the development and implementation of the so-called study weeks: a five day face-to-face stay abroad at one of the partner institutions in which all the participating students took part. In this chapter, the authors present and discuss the results and impact of these events which took place twice during the project. In order to do so, the authors have included the overall framework of the events, as well as assorted materials developed by the project partners to present the scope of the various study weeks. Additionally, an overview of relevant literature dealing with the concept of short stays abroad in teacher education programmes will be provided. The chapter will conclude with recommendations for conducting similar activities in collaboration with international partners. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
&quot;What&apos;s the Main Idea?&quot;: Using Text Structure to Build Comprehension
Author: Hudson, Alida K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Text Structure,Reading Comprehension,Reading Instruction,Direct Instruction,Instructional Effectiveness,Elementary School Students

This teaching tip aims to build awareness of using a text's structure as a framework for building students' reading comprehension. The authors detail the Framework for Accelerating the Strategic Comprehension of Text (FASCT) to support elementary students reading comprehension abilities by explicitly teaching students to use the structure of a text to support the development of a main idea statement after every text read. FASCT then teaches students to expand this main idea statement into a summary by adding key supporting details. Furthermore, this teaching tip outlines how teachers can implement FASCT instruction using any genre of text. Although comprehension instruction, such as FASCT, is only one part of the overall literacy block, it may be essential for building a solid foundation from which students' complex comprehension skills can grow. [This article was published in &quot;Reading Teacher&quot; (EJ1305585).]
Minnesota Academic Standards in Science--Final. 2019 Version
Author: Minnesota Department of Education
Date: 2022-05-00
Type: Guides - Classroom - Teacher
Subjects: Academic Standards,Science Education,State Standards,Curriculum Development,Elementary Secondary Education,Physical Sciences,Biological Sciences,Earth Science,Space Sciences,STEM Education,Benchmarking

The 2019 &quot;Minnesota Academic Standards in Science (Standards)&quot; set the expectations for achievement in science for grades K-12 students in Minnesota. The standards are grounded in the belief that all students can and should be scientifically literate. Graduates should be prepared for career and college opportunities. The &quot;Standards&quot; describe a connected body of science and engineering knowledge acquired through active participation in science experiences, including hands-on laboratory activities rooted in science and engineering practices. The &quot;Standards&quot; are based on consensus research in science education found in &quot;A Framework for K-12 Science Education&quot; (NRC, 2012), which emphasizes the inclusion of three dimensions in science standards, curriculum and instruction, and assessment. The three dimensions of science include: (1) Scientific and Engineering Practices; (2) Crosscutting Concepts; and (3) Disciplinary Core Ideas. This document utilizes an &quot;anchor standard&quot; approach. Twelve anchor standards establish the overall goals for learning from kindergarten through grade 12. A &quot;benchmark&quot; is a &quot;specific knowledge or skill that a student must master to complete part of an academic standard by the end of the grade level or grand band.&quot; (Minnesota Statutes 2021, section 120B.018, subdivision 3.) The benchmarks are placed at the grade level where mastery is expected, and with recognition that the progression of learning experiences in earlier grades builds the foundation for mastery later on. It is intended that the combination of Practices, Crosscutting Concepts and Core Ideas indicated in the benchmark should not dictate instruction.
The State of Working Pennsylvania 2013
Author: Price, Mark
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Economic Factors,Labor Market,Promotion (Occupational),Wages,Unemployment,State Policy,Underemployment,Public Policy,Compensation (Remuneration),Unions,Poverty

A landmark new study reported that upward mobility in the Keystone State since the late 1990s exceeded that in most parts of the United States. This report, focused on more recent trends, contains some bad economic news. It shows that Pennsylvania's economy has performed poorly from the perspective of typical working families since the end of 2010. It also shows that wages have been flat for a longer period. The conclusion of this report outlines a simple three-point agenda designed to increase middle-class purchasing power, accelerate Pennsylvania's sluggish economic recovery, and revitalize upward mobility for the next generation--to revitalize the American Dream in Pennsylvania: (1) Raise entry-level wages to $15 per hour; (2) Invest in education from cradle to grave, which new research shows would boost long-run productivity growth as well as increase upward mobility; and (3) Enact policies that would increase civic engagement and voter turnout, especially among middle- and lower-income voters, who currently have lower rates of turnout than upper-income and more educated voters. The rest of Keystone Research Center's annual checkup on the Pennsylvania economy provides a comprehensive overview of employment, unemployment, wage, poverty, and income trends since 2010--and in many cases over longer periods, sometimes as far back as 1979. While the authors offer their own interpretations of the trends, the report is deliberately data rich, with complete sources on where the information comes from, so that members of the media, policymakers, and the general public can examine the facts for themselves.
The State of Working Pennsylvania 2014
Author: Price, Mark
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Economic Factors,Labor Market,Promotion (Occupational),Wages,Unemployment,State Policy,Underemployment,Public Policy,Compensation (Remuneration)

Pennsylvania and the nation have experienced a deep and traumatic recession and a long, slow, and painful recovery. The evidence presented in this report indicates that the recovery has been longer, slower, and more painful than it needed to be because of misguided policies crafted in Washington D.C. and Harrisburg. Since the end of 2010, as the successful American Recovery and Reinvestment Act began to wind down, economic policy have been guided by the idea that reducing spending at a time of high unemployment and sluggish economic growth would restore the economy to health. This approach, which flies in the face of an overwhelming body of experience, has not worked. This report starts by presenting the basic facts on Pennsylvania's recent economic experience, then looks at the policy context for Pennsylvania's recent economic performance, at the national and state level. The report examines the performance of the state's economy on four categories of indicators: job growth, labor-market slack, income and wages, and economic growth, then compares and ranks Pennsylvania's economic performance against that of other states since 2010. One question, of course, is how much this reflects state policies versus factors beyond the short-run control of legislators and the Governor. As the authors explain in the conclusion to this report, they think it clearly reflects both. [For the 2013 report, see ED624284.]
State of Working Pennsylvania 2015
Author: Price, Mark
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Economic Factors,Labor Market,Promotion (Occupational),Wages,Unemployment,State Policy,Underemployment,Public Policy,Compensation (Remuneration),Unions,Collective Bargaining,Working Hours,Minimum Wage

Slow job growth and a labor market still short of full employment have resulted in stagnant wages and little growth in income in Pennsylvania. In order for the majority of Pennsylvania families to see real income growth in the years ahead the state will need a combination of faster job growth and economic policies that actively seek to raise wages for more workers. The authors' message to Pennsylvania policymakers is two-fold: first, &quot;do no harm&quot; -- enact a sustainable state budget NOW that reinvests in education, communities, and jobs, and avoids a repeat of the economy-sapping budget mistakes of 2011. Second, do some good: enact policies that will lift wages and incomes starting, in Pennsylvania, with a minimum wage increase. [For the 2014 report, see ED624285.]
State of Working Pennsylvania 2018
Author: Price, Mark
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Economic Factors,Labor Market,Promotion (Occupational),Wages,Unemployment,State Policy,Underemployment,Public Policy,Compensation (Remuneration),Unions,Collective Bargaining

&quot;The State of Working Pennsylvania 2018,&quot; Keystone Research Center's 23rd annual review of the Pennsylvania economy and labor market finds that, nearly a decade into the current national economic expansion, many Pennsylvania workers are still waiting for a raise. The report points to three factors that help explain this. First, despite low unemployment, some slack remains in the job market. Second, employers--led by giant service-sector employers of millions of low-wage workers--ruthlessly use their market power over workers to repress wages. Third, national and state public policies, shaped by legislatures with Republican majorities and federal courts (including the Supreme Court) dominated by conservative justices, push mostly in the wrong direction. They keep rigging the economy further against ordinary workers. Where Pennsylvania's current governor and attorney general have authority to act independently they have sought to lift wages. Faster and greater progress in Pennsylvania requires state lawmakers to row in the same direction. [For the addendum, &quot;State of Working Philadelphia,&quot; see ED624288.]
State of Working Philadelphia
Author: Price, Mark
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Economic Factors,Labor Market,Promotion (Occupational),Wages,Unemployment,State Policy,Underemployment,Public Policy,Compensation (Remuneration),Poverty,Costs,Racial Differences,Gender Differences

Each Labor Day the Keystone Research Center releases an annual checkup on the health of the Pennsylvania labor market, &quot;The State of Working Pennsylvania.&quot; The 2018 edition focused on state-level data, mostly available through June 2018. This addendum to that report focuses on 2017 data released last month by the Census Bureau on incomes and poverty for Philadelphia. The Census data is here complemented with statistics on employment and unemployment from the Bureau of Labor Statistics to provide a comprehensive assessment of the performance of the Philadelphia economy since 2005. The report starts with the year 2005 as that is the first year in which data at the county level are available from the Census Bureau's American Community Survey. The findings show that employment growth in the City of Philadelphia has been stronger than in the state since the end of the Great Recession. However, economic growth in the city has not proved sufficient to lead to large reductions in the poverty rate. Workers need higher wages and better hours, and the disabled need a broader, more effective safety net. [For &quot;The State of Working Pennsylvania 2018,&quot; see ED624287.]
Aboriginal Learners in British Columbia&apos;s Public Post-Secondary System
Author: Ministry of Advanced Education and Skills Training (Canada)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Indigenous Populations,Postsecondary Education,Educational Policy,Educational Improvement,Minority Group Students,Inclusion,Evidence Based Practice,Culturally Relevant Education,Outcomes of Education,Student Characteristics

The &quot;Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan&quot; (Aboriginal Policy Framework) was released in 2012 and outlines a plan for improving post-secondary opportunities and outcomes for First Nations, Métis and Inuit. Consistent with commitments made in the &quot;New Relationship&quot; document, &quot;Transformative Change Accord,&quot; and &quot;Métis Nation Relationship Accord&quot;, the Aboriginal Policy Framework was developed by a working group of British Columbia's Indigenous Post-Secondary Education and Training Partners, including the First Nations Education Steering Committee (FNESC), the Indigenous Adult and Higher Learning Association (IAHLA), Métis Nation BC (MNBC), the British Columbia Aboriginal Training Employment Alliance Members, BC Colleges, BC Association of Universities and Institutes, the Research Universities' Council of British Columbia and the Ministry of Advanced Education and Skills Training (AEST). The Indigenous Post-Secondary Education and Training Partners continue to monitor and support the implementation of the Aboriginal Policy Framework. Goal 5 of the original Aboriginal Policy Framework, &quot;Continuous improvement is based on research, data-tracking and sharing of leading practices,&quot; has the following objective: &quot;Governments, Aboriginal institutes and public post-secondary institutions make evidence-based decisions with respect to Aboriginal post-secondary education.&quot; Developed in collaboration with FNESC, IAHLA, MNBC, and by a working group of the Indigenous Post-Secondary Education and Training Partners, this report is the second of its kind. This report compares the experiences and outcomes of Aboriginal and non-Aboriginal domestic learners attending public schools and public post-secondary institutions in British Columbia. This report is intended to be a snapshot of public post-secondary as a system, rather than a reflection of the individual students.