ethanporcaro/eric-fulltext-meta huggingface dataset:
College Equity Report 2019
Author: Indiana Commission for Higher Education
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: College Students,Equal Education,Achievement Gap,Access to Education,Disproportionate Representation,Minority Group Students,Enrollment Rate,Graduation Rate,Academic Achievement,Low Income Students,Rural Areas,Urban Areas,Demography,Economically Disadvantaged,College Preparation,Dual Enrollment,College Entrance Examinations,Socioeconomic Status

The Indiana Commission for Higher Education (ICHE) has adopted goals and policy strategies focused on increasing college access, success, and completion for underrepresented students. In 2013, the Commission passed a resolution to eliminate achievement gaps among Indiana's learner populations by 2025. Designed as a companion piece to the Commission's annual College Readiness and College Completion reports (see ED598256), the College Equity Report provides a snapshot of Indiana's college achievement gap progress -- measured by the college-going rate, early success in college and college completion -- for low-income and minority students.
College Readiness Report 2019 (2017 High School Graduates)
Author: Indiana Commission for Higher Education
Date: 2019-04-02
Type: Reports - Research
Subjects: High School Graduates,College Readiness,College Students,Enrollment,Academic Achievement,Student Characteristics,Remedial Instruction,Public Colleges,Private Colleges,Proprietary Schools

The Indiana Commission for Higher Education's College Readiness Reports are designed to provide information on students entering college. The reports encompass the entire first year of college for students who graduated high school the previous academic year and enrolled in college within one year. The reports also provide data beyond freshman year, from persistence to completion within six years. This report is broken into four sections: (1) College Going; (2) Enrollment Detail; (3) Academic Preparation; and (4) Student Performance. In this report, 93% of students with an Honors Diploma enroll in college within a year of graduating high school, however only 53% of those with a Core 40 Diploma and 18% of students with a General diploma did so. Among 2017 high school graduates, 64% earned Advanced Placement (AP) and/or dual credit--an increase of 2 percentage points in one year and 17 percentage points in 5 years. Over two-thirds of Hoosier students who go directly to college are pursuing a bachelor's degree, while 28% are pursuing an associate degree and roughly 3% are working to earn a certificate or other award. Not detailed in the College Readiness Report are students who do not go directly to college: these students pursue certificates and associate degrees in large numbers. Among 2017 high school graduates, less than 12% needed remediation in college compared to 13% of 2016 high school graduates. Roughly 7% of all college enrollees needed remediation in math, 3% needed remediation in English, and another 1% needed remediation in both subjects. About 79% of Asian students, 65% of White students, 57% of Black students and 53% of Hispanic students go straight to college after high school. While Black and Hispanic students represent the fastest growing high school populations, college-going rates remain lower than their peers. While college-going rates have slightly fallen overall, more 21st Century Scholars are going to college. Among 2017 Scholars, 86% went directly to college--an increase of four percentage points in one year. [For the previous year's report, see ED588652.]
College Completion Report 2019
Author: Indiana Commission for Higher Education
Date: 2019-07-12
Type: Reports - Descriptive
Subjects: College Students,Graduation Rate,Credentials,Academic Degrees,Educational Trends,Racial Differences,Low Income Students,Two Year Colleges,Part Time Students,Universities

The key measure of college success is the completion of a degree or certificate. This report measures the proportion of learners who complete their degree or certificate by campus. Nearly all of the new jobs being created in today's economy will require a credential beyond a high school diploma. That's why Indiana set a bold goal for at least 60 percent of Hoosiers to have a quality credential by 2025. Through learner-focused supports and instruction, Indiana's colleges are helping more Hoosiers successfully earn postsecondary credentials. The Commission's annual Completion Report provides trends for each public institution and highlights progress and challenges as college completion continues to increase in Indiana. [For the 2018 report, see ED589267.]
RISE Evaluation and Development System: Evaluator and Teacher Handbook. Version 2.0
Author: Indiana Department of Education
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Teacher Effectiveness,Scoring Rubrics,Observation,Scoring,Academic Achievement,Growth Models,Behavioral Objectives,Summative Evaluation,State Legislation,Educational Legislation,Elementary Secondary Education

The 2011 Education Agenda put students first by focusing on the individuals who most strongly influence student learning on a daily basis. In order to identify and achieve greatness in the classroom, Indiana needs fair, credible and accurate annual evaluations to differentiate teacher and principal performance, to support professional growth, and to comply with with IC 20-28-11.5 (the law surrounding teacher evaluation). The Indiana Department of Education (IDOE), with the help of teachers and leaders throughout the state, developed an optional model evaluation system named RISE. RISE was developed over the course of a year by the Indiana Teacher Evaluation Cabinet, a diverse group of educators and administrators from around the state, more than half of whom have won awards for excellence in teaching. RISE was designed to be fair, accurate, transparent, and easy-to-use. IDOE staff and the Indiana Teacher Evaluation Cabinet relied on three core beliefs about teacher evaluation during the design of RISE: (1) Nothing that is done for students matters more than giving them effective teachers; (2) Teachers deserve to be treated like professionals; and (3) A new evaluation system will make a positive difference in teachers' everyday lives. This handbook describes Indiana's RISE model, including background/context, timeline for development, performance level ratings, and an overview of components. The two components (professional practice and student learning) that all teachers will be evaluated on are then described in detail. Summative teacher evaluation scoring (review of components and weighting of measures) is then discussed. A glossary of RISE terms, optional observation and conferencing forms for teachers and evaluators, and the Indiana Teacher Effectiveness Rubric are also included. [For a related report, &quot;RISE Evaluation and Development System: Student Learning Objectives Handbook,&quot; see ED565865.]
Variations in Enrollment Practices in the NC Pre-K Program: 2016-2017 Statewide Evaluation
Author: Peisner-Feinberg, Ellen S.
Date: 2018-02-00
Type: Reports - Research
Subjects: Preschool Education,Enrollment,Student Recruitment,Student Placement,Program Implementation,State Programs,Decision Making,Student Characteristics,Enrollment Trends,Institutional Characteristics,Teacher Characteristics,Teacher Qualifications,Eligibility,Teacher Certification,Racial Differences,Ethnicity,Gender Differences,Family Income,Employed Parents,Poverty,Limited English Speaking,Student Needs,Students with Disabilities,Chronic Illness,Military Personnel

The primary purpose of the 2016-2017 North Carolina (NC) Pre-Kindergarten (NC Pre-K) Evaluation study was to examine variability in enrollment practices within the statewide Pre-K Program. Four major categories of enrollment practices were examined: recruitment, application, placement, and waitlist. The study involved all 91 local NC Pre-K Program contracts, with data gathered through both surveys and phone interviews. The results provided information about local variations in implementation of the NC Pre-K Program and how these variations impacted who was served and not served by the program; how placement decisions were made; who was on the waitlist (i.e., those who applied to the NC Pre-K Program but were not selected); and the extent of collaboration and coordination of NC Pre-K with other programs and agencies. Second, these data also were used to inform the feasibility and design of the subsequent year's evaluation utilizing a randomized controlled trial (RCT) design. These data provided information about how children were recruited and placed, which populations of children were served by the program, where there were sufficient waitlists to conduct random assignment into the program, and the likely make-up of the control group to help guide sample selection, study recruitment, and the development of procedures for collaborating with local Pre-K administrators and programs on the study. In addition, key characteristics of the NC Pre-K Program during the 2016-2017 year, along with trends over time (2003-2004 to 2016-2017), were examined based on statewide administrative data (NC Pre-K Kids and NC Pre-K Plan). Information examined included characteristics of the local NC Pre-K settings, the children served, the qualifications of teachers, and the distributions and counts of program participants and service providers. Since the inception of the statewide Pre-K program in North Carolina in 2001-2002, the evaluation has been conducted by the FPG Child Development Institute at the University of North Carolina-Chapel Hill.
Hispanic-Serving Institutions (HSIs): 2016-17
Author: Excelencia in Education
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,School Location,Geographic Location,Governance,Public Colleges,Private Colleges,Graduate Study,Enrollment,Institutional Characteristics,Undergraduate Students

Hispanic-Serving Institutions (HSIs) are defined in federal law as accredited and degree-granting public or private nonprofit institutions of higher education with 25 percent or more total undergraduate Hispanic full-time equivalent student (FTE) enrollment. In 2016-17, there were 492 HSIs located in 21 states and Puerto Rico. These institutions represented 15% of all institutions of higher education and enrolled 65% of Latino undergraduates.
Performance + Proficiency = Possibilities. Selected Papers from the 2017 Central States Conference on the Teaching of Foreign Languages
Author: Foss, Julie A., Ed.
Date: 2017-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Learning Activities,Performance Based Assessment,Mentors,Undergraduate Students,Chinese,Art Education,Interdisciplinary Approach,Intercultural Communication,Videoconferencing,Computer Mediated Communication,Study Abroad,Cultural Pluralism,Foreign Countries,Teaching Methods,Language Teachers,Bilingualism,Literacy,Advocacy,Research Projects,History,Student Evaluation,Evaluation Methods

The 2017 Central States Conference on the Teaching of Foreign Languages was held at the Palmer House Hilton in downtown Chicago. The theme focused on moving students from knowing about the language to becoming proficient in the language. The conference boasted 328 sessions and workshops. This report contains conference articles that focus on developing proficiency from PK-16. Topics include the promotion and assessment of performance and proficiency in a variety of contexts, and through the use of multiple technologies. Articles also explore the possibilities that exist for intercultural understanding, community engagement, and advocacy for language learning.
College Readiness Report Supplement: Dual Credit Taking and College Performance Trends
Author: Indiana Commission for Higher Education
Date: 2017-04-00
Type: Reports - Research
Subjects: College Readiness,Dual Enrollment,High School Students,College Credits,Advanced Placement,College Graduates,Graduation,Course Selection (Students),Time to Degree,Academic Achievement,College Students,College Attendance,Student Characteristics,Racial Differences,Ethnicity,Socioeconomic Status,Academic Degrees,Intellectual Disciplines

Dual credit courses offer high school students the opportunity to earn both high school and college credits in the same course. Indiana law requires each Indiana high school to offer a minimum of two dual credit courses (as well as two Advanced Placement (AP) courses) to expand opportunities for students to gain college-level experience while still in high school. Dual credit courses typically are taught at the high school by high school personnel, although dual credit courses also are delivered on some college campuses. Additionally, some specialized Early College High Schools use dual credit courses to enable students to earn postsecondary credentials along with their high school diplomas. Using the latest data, this year's study seeks to shed light on pressing questions about the link between dual credit and college degree completion and takes a closer look at the characteristics and performance of 2015 high school graduates by the type of dual credit awarded. New questions addressed include: (1) What patterns are apparent in dual credit taking?; (2) How do dual credit-only students compare to other students in terms of time-to-degree and overall completion?; and (3) How do the characteristics of technical and priority dual credit holders differ, and what is the relationship between dual credit type and college performance?
Unlock the Gateway to Communication. Selected Papers from the 2014 Central States Conference on the Teaching of Foreign Languages
Author: Dhonau, Stephanie, Ed.
Date: 2014-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Cultural Awareness,Intercultural Communication,Role,Textbooks,Technology Uses in Education,Communicative Competence (Languages),History Instruction,Standards,Study Abroad,Blended Learning,Language Teachers,French,German,Spanish,Elementary Secondary Education,Higher Education,Preschool Education,High School Students,Student Attitudes,College Students,English (Second Language)

The 2014 Central States Conference on the Teaching of Foreign Languages took place in St. Louis, Missouri with the cooperation of the Foreign Language Association of Missouri. The 2014 conference focused on ways in which foreign language teachers, &quot;unlock&quot; or help to open up lines of communication between their students and people who speak a language other than the native language of their students. Foreign language teachers do so not only by helping students to learn how to express themselves through oral and written communication, but also through cultural knowledge of the target culture. For students to become globally competent citizens, they need to know not only how to communicate through oral and written communication; they must also understand the nuances of a culture. An understanding of the products, practices, and perspectives of a culture are equally important to function in a given culture. The CSCTFL 2014 conference featured 28 workshops and more than 170 sessions. Nine of the 17 central states were represented by &quot;Best of…&quot; sessions. Several presenters from the 2013 conference returned to re-present their session as an &quot;All-Star.&quot; The sessions and workshop topics represented at the 2014 conference included the connection to Common Core in the foreign language classroom, the use of technology, teaching for communicative competency, lesson planning, assessment, the integration of culture in the curriculum, and the use of literature, art, music, and film in language classes. The articles in this report pertain to developing communicative competency and cultural competency. By focusing on developing communicative competency and cultural competency, foreign language teachers are able to shape their students into citizens who will be globally competent and be able to communicate and interact effectively in a global society. The authors explain how to achieve these goals through the use of technology in teaching, studying abroad, the use of target language in the classroom, and the role of a textbook in the classroom while promoting communication.
State Compensatory Education Report, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-02-11
Type: Reports - Research
Subjects: Dropout Prevention,Academic Achievement,At Risk Students,School Districts,Elementary Secondary Education,High School Graduates,High School Equivalency Programs,Program Effectiveness,Achievement Tests,Standardized Tests,Elementary School Students,Middle School Students,High School Students,Racial Differences,Ethnicity,Gender Differences,Achievement Gap,Achievement Gains,Intellectual Disciplines,Intervention,Attendance,Socioeconomic Status,Spanish Speaking,State Legislation,Financial Support,Costs,Geographic Regions,Juvenile Justice,Nontraditional Education,Pregnancy

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. For this year's evaluation of SCE, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8 and the STAAR End-of-Course (EOC) served as the state assessment measures for students taking specific high school courses for the 2017-2018 school year. The completion status of the class of 2017 was also assessed. The purpose of this report is to describe and evaluate the SCE-funded programs in the Houston Independent School District (HISD) as required by law. The district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the STAAR and STAAR EOC, as well as disparities in the rates of high school completion, between students at-risk of dropping out of school and all other district students. This evaluation compares at-risk students' performance on the STAAR and STAAR EOC with the performance of their not-at-risk counterparts. As required by the Texas Education Agency (TEA) (2010), differences in passing rates between at-risk and not-at-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2010), high school completion rates are reported for at-risk and not-at-risk students attending HISD. This evaluation also provides a profile of the SCE programs and services offered to at-risk students in HISD during the 2017-2018 school year.
Multi-System Collaboration: Supporting Individuals from Pre-Employment through Employment and Community Engagement across the Life Course. Bringing Employment First to Scale, Issue No. 14
Author: Kennedy-Lizotte, Rie
Date: 2018-00-00
Type: Reports - Research
Subjects: Day Programs,Community Programs,Rehabilitation,Disabilities,Employment,Intellectual Disability,Developmental Disabilities,Agency Cooperation,Cooperative Planning,Federal Government,State Government,Government Role,Access to Education,Equal Education,Public Agencies,Individual Needs,Individualized Programs,Participative Decision Making,Family Involvement,Transitional Programs,Students,Adults

To meet current federal regulations and provide the opportunity for individuals to receive services in the least restrictive environments, states are focusing on providing day habilitation services in inclusive community environments, rather than traditional congregate facility-based programs. The two main services of day habilitation focus on helping people work and participate in community activities and civic life while engaging with nondisabled people in their communities. To ensure that a person can live an &quot;everyday life&quot; regardless of the supports they need, it is important to consider employment and non-work services in tandem. The two services are Community Employment (CE) and Community Life Engagement (CLE). Understanding effective interagency collaboration to support individuals with Intellectual and/or Developmental Disabilities (I/DD) requires a multilevel view of the agencies themselves, including their roles and relationships within a federal framework, their statutory and regulatory obligations at the state level, and the key touchpoints they have in the lives of individuals with disabilities and their families. Collaborative efforts can affect all these levels. This paper looks at the roles of federal and state agencies with responsibility for education, vocational rehabilitation (VR), and I/DD services over the life stages of students, transition-age youth, and adults. In addition, the paper examines the pivotal role of meaningful and effective person-centered planning (PCP) in ensuring that, at the individual level, the various agencies are successful in partnering to achieve positive individual-level outcomes. [This report was co-authored by ThinkWork! At the Institute for Community Inclusion at UMass Boston.]
State Compensatory Education, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-01-10
Type: Reports - Research
Subjects: Dropout Prevention,Academic Achievement,At Risk Students,School Districts,Elementary Secondary Education,High School Graduates,High School Equivalency Programs,Program Effectiveness,Achievement Tests,Standardized Tests,Elementary School Students,Middle School Students,High School Students,Racial Differences,Ethnicity,Gender Differences,Achievement Gap,Achievement Gains,Intellectual Disciplines,Intervention,Attendance,Socioeconomic Status,Spanish Speaking,Juvenile Justice,Nontraditional Education,Pregnancy,Costs,State Legislation,Financial Support,Geographic Regions

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. For this year's evaluation of SCE, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8 and the STAAR End-of-Course (EOC) served as the state assessment measures for grades 9 through 11 for the 2016-2017 school year. The completion status of the class of 2016 was also assessed. The purpose of this report is to describe and evaluate the SCE-funded programs in the Houston Independent School District (HISD) as required by law. The district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the STAAR and STAAR EOC, as well as disparities in the rates of high school completion, between students at-risk of dropping out of school and all other district students. This evaluation compares at-risk students' performance on the STAAR and STAAR EOC with the performance of their not-at-risk counterparts. As required by the Texas Education Agency (TEA) (2010), differences in passing rates between at-risk and not-at-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2010), high school completion rates are reported for at-risk and not-at-risk students attending HISD. This evaluation also provides a profile of the SCE programs and services offered to at-risk students in HISD during the 2016-2017 school year.