ethanporcaro/eric-fulltext-meta huggingface dataset:
Public School Choice. Reauthorizing the Elementary and Secondary Education Act
Author: Department of Education (ED)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Public Schools,Secondary Education,School Choice,Federal Legislation,Educational Legislation,Government Role,Federal Government,Educational Quality,Charter Schools,Magnet Schools

To achieve President Obama's stated goal of making increased expectations for students and schools a national priority, the administration has designed a blueprint for a reenvisioned federal role in education through the reauthorization of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;). The new &quot;ESEA&quot; will support effective public school choice in addition to broad-based comprehensive state and local reforms and the expansion of evidence-based practices and innovations. This paper describes how the new &quot;ESEA&quot; will support several models of public school choice. [For the related report, &quot;A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act&quot;, see ED508795.]
School Turnarounds. Reauthorizing the Elementary and Secondary Education Act
Author: Department of Education (ED)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Government,Government School Relationship,Low Achievement,School Culture,Federal Legislation,Education Work Relationship,Educational Improvement,School Effectiveness

To help achieve President Obama's stated goal of ensuring that every student has meaningful opportunities to choose from upon graduating from high school, the administration has designed a blueprint for a reenvisioned federal role in education through the reauthorization of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;). This new vision considers that, while all states have developed and implemented standards as required under the current &quot;ESEA&quot;, in many cases these standards do not reflect the knowledge and skills needed for success after high school, either in further education or a job. This paper describes how the proposed &quot;ESEA&quot; will help effect dramatic change in low-performing schools. [For the related report, &quot;A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act&quot;, see ED508795.]
Diverse Learners. Reauthorizing the Elementary and Secondary Education Act
Author: Department of Education (ED)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Educational Needs,Migrant Education,Homeless People,Delinquency,American Indians,Alaska Natives,Disadvantaged Youth,Educational Quality,Federal Government,Government Role,Accountability,Student Diversity,Student Needs,Equal Education,Access to Education,English (Second Language),Disabilities,Special Needs Students,Rural Areas,School Districts,Educational Improvement,Federal Legislation,Hawaiians

To achieve President Obama's stated goal of including all of America's students in leading the world in education, the administration has designed a blueprint for a reenvisioned federal role in education through the reauthorization of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;). The new &quot;ESEA&quot; will ensure equity and opportunity for all students by calling for: (1) Rigorous and fair accountability for all levels of school performance; (2) Meeting the needs of diverse learners; and (3) Greater equity in providing students a fair chance to succeed. &quot;ESEA&quot; includes programs that help schools meet the special educational needs of children working to learn the English language, students with disabilities, Native American students, homeless students, the children of migrant workers, and neglected or delinquent students. In addition, the federal government has a responsibility to provide assistance to certain high-need regions and areas, including rural districts and districts that are affected by federal property and activities. In each of these areas, the administration's &quot;ESEA&quot; reauthorization proposal will continue and strengthen the federal commitment to serving all students, and it will improve each program to ensure that funds are used more effectively to meet the needs of the students they serve. This paper describes how the administration's &quot;ESEA&quot; reauthorization proposal will support these students: (1) students with disabilities; (2) English learners; (3) migrant students; (4) homeless children and youths; (5) neglected and delinquent children and youths; (6) Indian, Native Hawaiian, and Alaska Native students; and (7) rural students. [For the related report, &quot;A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act&quot;, see ED508795.]
College- and Career-Ready Standards and Assessments. Reauthorizing the Elementary and Secondary Education Act
Author: Department of Education (ED)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Government,Government School Relationship,Academic Achievement,Federal Legislation,Grants,Education Work Relationship,Professional Development,Educational Change,Academic Standards,Language Arts,Mathematics,Poverty,School Districts,Accountability,Career Development,Educational Assessment

To help achieve President Obama's stated goal for the country of ensuring that all students are ready for college and careers when they graduate from high school, the administration has designed a blueprint for a reenvisioned federal role in education through the reauthorization of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;). The new &quot;ESEA&quot; will call for: (1) Raising standards for all students in English language arts and mathematics; (2) Developing better assessments aligned with college- and career-ready standards; and (3) Implementing a complete education through improved professional development and evidence-based instructional models and supports. The administration's proposal for reauthorizing &quot;ESEA&quot; will maintain formula grants to high-poverty school districts while making significant changes to better support states, districts, and schools, including middle and high schools, in improving achievement for all groups of students, including low-income and minority students, English Learners, and students with disabilities. This support will be focused on the following efforts: (1) Rigorous college- and career-ready standards; (2) Rigorous and fair accountability and support at every level; (3) Measuring and supporting schools, districts, and states; (4) Building capacity for support at every level; and (5) Fostering comparability and equity. [For the related report, &quot;A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act&quot;, see ED508795.]
Shut Out of the Military: Today's High School Education Doesn't Mean You're Ready for Today's Army. K-12 Policy
Author: Theokas, Christina
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Secondary Education,High School Graduates,Armed Forces,Vocational Aptitude,Minority Groups,Minority Group Students,Hispanic Americans,African Americans,Educational Opportunities,Scores,Aptitude Tests

Many educators comfortably embrace the myth that the military will enlist any and all high school graduates who are interested. However, a new analysis from The Education Trust reports that too many of the nation's high school graduates have not been adequately prepared to serve in the U.S. Army. In &quot;Shut Out of the Military,&quot; the first-ever public analysis of the Army's Armed Services Vocational Aptitude Battery (ASVAB), Ed Trust finds that more than one in five young people interested in enlisting do not meet the minimum eligibility standard required for the Army (as measured by the Armed Forces Qualification Test, comprised of four academic subtests of the ASVAB). The picture of American education grows even more unflattering when examining the performance of minority students. Based on these tests, 29 percent of Hispanic Army applicants and 39 percent of African Americans were found ineligible. Furthermore, when minority candidates did gain entry into the armed services, they achieved lower scores on average than their white peers. These ratings exclude them from higher level educational, training, and advancement opportunities provided by the Army. In addition to examining national data, &quot;Shut Out of the Military&quot; makes a state-by-state comparison of applicant performance. Among its findings: 30 percent or more of Army applicants in Hawaii, Louisiana, Mississippi and Washington, D.C. scored too low to enlist. And in the normally high-performing state of Massachusetts, over 40 percent of Hispanic applicants were ineligible for enlistment. A table for ASVAB ineligibility rates across states, disaggregated by race/ethnicity is appended. (Contains 2 tables, 3 figures and 7 notes.)
Grantmaking at ED: Answers to Your Questions about the Discretionary Grants Process. Fourth Edition
Author: Department of Education (ED)
Date: 2010-04-00
Type: Guides - General
Subjects: Grants,Grantsmanship,Federal Government,Federal Programs,Financial Support,Student Financial Aid,Federal Regulation,Proposal Writing,Federal Legislation,Public Agencies,Financial Audits,Program Proposals

This publication provides a nontechnical summary of the U.S. Department of Education's discretionary grants process and the laws and regulations that govern it. This document is intended for individuals and organizations that are interested in applying to the U.S. Department of Education (the Department) for discretionary grants and cooperative agreements, have received an award, or are interested in knowing more about the Department's discretionary grants process. It describes how grant programs are created by Congress and administered by the Department, and how the public goes about applying for and receiving discretionary grants. The sections comprising this publication are: (1) Grants at the U.S. Department of Education; (2) Applying for a Grant; (3) The Application Review Process at the Department; (4) When Your Project Receives Funding; (5) Grantee Responsibilities and Accountability; and (6) As the Project Ends. A glossary is included. [For the third edition, see ED496644.]
Reward Excellence and Promote Innovation. Reauthorizing the Elementary and Secondary Education Act
Author: Department of Education (ED)
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Government Role,Rewards,Federal Government,Elementary Secondary Education,Educational Innovation,Educational Legislation,Federal Legislation,Academic Achievement,Educational Change,College Preparation,School Readiness,Educational Improvement,Educational Quality

To achieve President Obama's stated goal of providing a world-class education to every child in America, the administration has designed a blueprint for a reenvisioned federal role in education through the reauthorization of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;). The new &quot;ESEA&quot; will raise the bar for and reward excellence in performance, and promote innovative and continuous improvement in schools. This paper describes how the proposed &quot;ESEA&quot; will reward excellence and promote innovation in schools. [For the related report, &quot;A Blueprint for Reform. The Reauthorization of the Elementary and Secondary Education Act&quot;, see ED508795.]
Development of a Language Impairment Screener for Spanish Speaking Children--SSLIC: Phase 1--Task Development
Author: Restrepo, M. Adelaida
Date: 2010-00-00
Type: Reports - Research
Subjects: Sentences,Speech Communication,Form Classes (Languages),Language Impairments,Academic Achievement,Screening Tests,Second Language Learning,Speech Language Pathology,Disability Identification,Spanish Speaking,Limited English Speaking,At Risk Persons,Ethnicity,Young Children,Elementary School Students,Cloze Procedure,Dialects,Socioeconomic Status,Effect Size,Morphology (Languages),Identification,Scoring,Measures (Individuals)

The main purpose of this study is to develop a Spanish language screening measure that (a) is valid and reliable for the purpose of identifying Spanish-speaking (SS) children at risk for Language Impairment (LI), (b) is valid and reliable across different Spanish dialects, different socioeconomic groups, and different ethnicities, (c) uses a Spanish LI model rather than an English language model, and (d) is easy to administer and score by paraprofessionals in schools in the United States (U.S.). The screening measure is intended as a universal screening instrument in pre-kindergarten and kindergarten and as a screening tool for speech-language pathologists in first through second grade students referred by teachers, physicians, other professionals, or parents. Early and accurate identification of LI risk will lead to timely evaluation, identification and treatment of LI. This will result in increased academic success by ELLs (English Language Learners) that will positively impact academic achievement in U.S. schools. For this presentation the authors report on outcomes from the first development phase of the research. This research phase focuses on developing items in three tasks: (a) rapid automatized naming, (b) sentence repetition, and (c) a morphological cloze task. In summary, the three tasks designed to differentiate groups are working as hypothesized, leading to significant differences between TD (typical development) and LI groups. Further, specific items in each task are also differentiating the groups, and the selection for the best six items reflect large effect sizes in each subtask. Of the three tasks, morphological subtests for clitics and prepositions in kindergarten and preposition and articles in first grade show the greatest potential, along with sentence repetition. (Contains 2 figures.)
Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders
Author: Blank, Rolf K.
Date: 2010-00-00
Type: Reports - Research
Subjects: Control Groups,Mathematics Education,Achievement Gains,Mathematics Achievement,Academic Achievement,Active Learning,Meta Analysis,Effect Size,Science Teachers,Mathematics Teachers,Faculty Development,Evidence,Science Education,Program Effectiveness,Experimental Groups,Comparative Analysis,Elementary Secondary Education

This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on improving student achievement as demonstrated across a range of studies?; and (2) What characteristics of professional development programs (e.g., content focus, duration, coherence, active learning, and collective participation of teachers) explain the degree of effectiveness, and are the findings consistent with prior research on effective professional development? This meta analysis of studies of teacher professional development programs in mathematics and science found that 16 studies reported significant effect sizes for teacher development in relation to improving student achievement. These studies reported effect sizes for student achievement gains for a treatment group as compared to a control group and the studies provided adequate data and documentation for the research team to compute or re-analyze effect sizes. The results show consistent positive effect on gains in student achievement in mathematics from teacher professional development in mathematics education. Based on the results of the meta analysis of findings from teacher professional development studies, several recommendations can be made about use of meta analysis methods and their use for researchers, evaluators and education leaders. These recommendations are presented in this report. (Contains 2 figures and 4 tables.)
Formative Evaluation of the Adult Learning, Literacy and Essential Skills Program. Final Report
Author: Human Resources and Skills Development Canada
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Formative Evaluation,Program Evaluation,Administrative Change,Adult Learning,Literacy,Basic Skills,Data Collection,Program Improvement,Models,Logical Thinking,Language Minorities,Federal Government,Information Dissemination

This report presents the results of the formative evaluation of the Adult Learning, Literacy and Essential Skills Program (ALLESP). Data collection related to this evaluation took place between November 2008 and May 2009. The evaluation resulted in the following four recommendations: (1) It is recommended that Program objectives and activities should be revised to more accurately reflect the direction and scope of the Program and to ensure outcomes are achievable and measurable; (2) It is recommended that the Program continue its efforts to communicate, support and consult with stakeholders and funding applicants in order to ensure openness and transparency with regards to its priority setting and decision-making; (3) It is recommended that OLES (Office of Literacy and Essential Skill) continue with its commitment to improve its data collection systems so that sufficient and complete information is collected for monitoring and reporting purposes. In conjunction, it is recommended that proposal and reporting forms be updated to better reflect the CSGC (Common System for Grants and Contributions) codes and categories, thereby easing the burden on Program officers. Finally, recent revisions to the Program's reporting templates will require ongoing communication and support for funding recipients; and (4) It is recommended that the Program investigate various ways of supporting the transfer of the knowledge regarding funded projects and their results. Appendices include: (1) Program Logic Model; and (2) Evaluation Issues and Questions Matrix. (Contains 13 tables, 2 figures and 47 footnotes.)
The Effects of Teaching a Text-Structure Based Reading Comprehension Strategy on Struggling Fifth Grade Students' Ability to Summarize and Analyze Written Arguments
Author: Haria, Priti
Date: 2010-00-00
Type: Reports - Research
Subjects: Instructional Effectiveness,Reading Comprehension,Reading Strategies,Grade 5,Elementary School Students,Reading Difficulties,Critical Reading,Writing Skills,Text Structure,Persuasive Discourse,Essays

The purpose of this research was to examine the effectiveness of teaching fifth grade students with reading difficulties a genre-specific strategy for summarizing and critically analyzing written arguments. In addition, this research explored whether learning this particular reading strategy informed the students' ability to write effective and convincing persuasive essays. The researcher developed reading comprehension strategy named &quot;critical analysis of argumentative text&quot; (CAAT) that guided students in identifying the structural elements of written argument, summarizing, and critically analyzing the content of the argument. The instruction was intended to enhance students' analytical and critical reading skills. (Contains 2 tables.)
Learning Science for Teaching: Effects of Professional Development on Elementary Teachers, Classrooms, and Students
Author: Heller, Joan I.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Teachers,Faculty Development,Science Education,Elementary School Students,Elementary School Science,Scientific Concepts,Pedagogical Content Knowledge,Knowledge Base for Teaching,Achievement Gains,Science Achievement

Few elementary school teachers command a science background sufficient to offer children early and sustained opportunities to develop an understanding of science concepts, and facility with scientific modes of reasoning. This four-year, NSF-funded study was designed to investigate how and to what extent particular combinations of science content and pedagogical learning experiences for teachers in grades 4-5 produce an impact on teachers' knowledge for teaching and on their students' learning. In this paper, the authors report results from the first phase of this work, which addressed the fundamental questions of whether the professional development courses did, in fact, lead to teacher and student knowledge gains, and what the effects were for the three course models that were tested, in relation to the control group and to one another. (Contains 10 tables.)
In that Moment I Knew. AAUW Annual Report 2009
Author: American Association of University Women
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Sexual Harassment,Females,Womens Education,Barriers,Gender Differences,Gender Bias,Equal Opportunities (Jobs),Federal Legislation,Equal Education,Activism,Advocacy,Social Justice,Personal Narratives,Access to Education,Higher Education

In the pages of this year's annual report, readers will hear the stories of women across the country who have been confronted with barriers. These women represent the unique and diverse fabric of AAUW (American Association of University Women): they are long-time members, new members, donors, grant recipients, fellows, and friends united in the fight for women and girls. Their moments differ. Some realized inequities at a single point in time. For others, a series of moments stretched over the course of their lives. Their barriers differ. Some women experienced pay inequity. Others suffered sexual harassment and abuse. Some were up against an organization that failed to comply with Title IX. Still others faced barriers to education. But each and every time, their response was the same: &quot;I need to do something.&quot; These women knew they needed to take action and become leaders in their schools, workplaces, communities, and countries, so they turned to AAUW as a leading voice in breaking through barriers for women and girls. Within the AAUW community they found resources and support, educational and leadership opportunities, a way to amplify their voices, and an avenue for offering support to others.
Formative Evaluation of the Targeted Initiative for Older Workers. Final Report
Author: Human Resources and Skills Development Canada
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Older Workers,Labor Market,Employment Opportunities,Needs Assessment,Formative Evaluation,Program Design

This report presents the findings and conclusions, and recommendations for the Formative Evaluation of the Targeted Initiative for Older Workers (TIOW). The TIOW was introduced in 2006 to help older workers in vulnerable communities who had lost their jobs to extend their labour market participation and reintegrate into employment. The TIOW is cost-shared between the Government of Canada and participating provinces and territories. During the evaluation period, nine provinces and territories were participating in the initiative: Newfoundland and Labrador, Nova Scotia, Prince Edward Island, New Brunswick, Quebec, Saskatchewan, British  Columbia, Yukon, and Northwest Territories. Ontario, Manitoba and Nunavut signed contribution agreements with Canada in 2009. Based on the results of the formative evaluation, the following recommendations for follow-up action are set out: (1) Program design would benefit from a clear and detailed definition of eligibility criteria and flexibility rules; (2) The absence of SINs (Social Insurance Numbers) will limit the scope of future evaluations. An optimal approach to conducting future summative evaluations of the TIOW would require the collection of SINs in order to facilitate participant identification and data linkage; and (3) Given the observed employment outcomes in the short term, it is recommended that future evaluations study the longer term impacts of participation in the TIOW projects on labour market status (employed; unemployed and reasons for not being able to find work; out of the labour force including retirement), earnings, and reliance on government support. (Contains 18 tables and 23 footnotes.)