ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Directory 1957-1958
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1958-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Boards of Education,Public Officials,Welfare Services,Health Services,Library Personnel,Tribally Controlled Education,Administrative Organization,Public Schools,Religious Schools,Higher Education,Elementary Secondary Education,Enrollment,Organizations (Groups),Professional Associations,Superintendents,Catholic Schools

Part 1 of the 1957-58 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of public school superintendents by state and includes a supplement on Catholic parochial schools and Lutheran parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 lists national and regional education associations; college professional fraternities, and national honor and recognition societies; state education associations; foundations; religious education associations; and international education associations.
Budget of the U.S. Government, Fiscal Year 2023
Author: White House, Office of Management and Budget (OMB)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Government,Federal Legislation,Budgets,Government Role,Labor Force Development,Public Health,Health Services,Police Community Relationship,Crime Prevention,Violence,Gun Control,Conservation (Environment),Climate,Taxes,Economic Development

The &quot;Budget of the United States Government, Fiscal Year 2023&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. The Budget lays out detailed investments to build on a record-breaking year of broad-based, inclusive growth--and meet the challenges of the 21st Century. It is a call to reduce costs for families' biggest expenses; grow, educate, and invest in the workforce; bolster the public health infrastructure; save lives by investing in strategies such as community policing and community violence interventions, strategies proven to reduce gun crime; and advance equity, environmental justice, and opportunity for all Americans. [For the 2022 Budget, see ED615869.]
Education in a Pandemic: The Disparate Impacts of COVID-19 on America&apos;s Students
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Outcomes of Education,Elementary Secondary Education,Higher Education,Barriers,Access to Education,Equal Education,Virtual Classrooms,Academic Achievement,Students with Disabilities,Minority Group Students,LGBTQ People,Social Isolation,Enrollment Trends,Distance Education,Minority Serving Institutions,Sexual Harassment,Mental Health

In January 2021, President Joseph R. Biden, Jr. issued Executive Order 14000, &quot;Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers,&quot; &quot;to ensure that students receive a high-quality education during the COVID-19 pandemic, and to support the safe reopening and continued operation of schools, child care providers, Head Start programs, and institutions of higher education.&quot; In preparing this Report, the Office for Civil Rights (OCR) reviewed an array of publicly available sources documenting the impacts of COVID-19 on America's students. Many of those sources reported findings from surveys or interviews of students, families, and educators from across the country. Additional sources supplied information about how the pandemic has disrupted educational practice in ways that are likely to limit students' learning and achievement. Unless specifically noted, the findings and information presented here are not based on research conducted by the U.S. Department of Education. Nor is the discussion here offered as a comprehensive survey of research in the field. To the contrary, there are countless works in progress and even more to come that will enhance our understanding over time of the pandemic's many effects on students. It is also important to note that none of the statements in this Report is intended to set forth a legal or policy judgment under any of the statutes OCR enforces or any other source of law.
Inequalities in Education
Author: Deklich, Wesley
Date: 2021-03-09
Type: Reports - Evaluative
Subjects: Equal Education,Poverty,Educational Equity (Finance),Low Income Students,Stress Variables,Mental Health,School Counseling,Educational Finance,Resource Allocation,Partnerships in Education,Community Involvement,State Government

Poverty directly impacts the mental, social, and physical health of students which, without a strong education system, can create a downward spiral in the lives of students. Schools in low-income neighborhoods, where property values are low, do not have the same resources and support as wealthier parts of society. High-poverty school districts in California receive two percent less funding per student than more affluent districts when adjusted for student needs. Poorly funded schools often cannot offer the same choices of curriculum as schools from higher-income areas. These schools cannot provide basic supplies like books and computers. Many affluent schools provide elective classes not available in low-funded schools such as music, theater, STEM, and sports. To close the gap, these schools need equal funding if not extra funding to help students' needs. In low-income neighborhoods, students have a greater need for academic and mental support and yet our education system lags behind in providing them where it is most needed. Students in low-funded schools often are in greater need of academic help due to difficulty in comprehension, focus, concentration, and memory, but these schools do not have the resources to provide the much-needed extra help. Counselors are available in wealthier schools but are less likely to be in low-funded schools due to low funding. Students from low-funded schools often experience more social and emotional challenges, chronic stress, behavior problems, and mental health issues. Counselors can help students establish coping skills, and promote mental health. The availability of modern technology at home and school allows students to socialize with their peers, facilitate learning, and find enjoyment in learning. High-quality education should not be limited to students from well-off schools and neighborhoods, it should be available to everybody as a basic human right. There are many ways society can help students who live in poverty. Government can allocate more education funds for low-income districts, schools can partner with organizations and communities to provide support, and state and local governments can create financial policies to help low-income families.
Mood Expression for ESL Students
Author: Gu, Wenyuan
Date: 2022-01-01
Type: Reports - Descriptive
Subjects: English (Second Language),English Language Learners,Second Language Instruction,Textbooks,Instructional Materials,Form Classes (Languages),Grammar,Language Usage,Verbs,Nouns,Sentences,Morphemes

The purpose of this article is to help ESL (English as a Second Language) students or English language learners (ELLs) how to express or use moods correctly when they study English. The expression of moods was summarized and illustrated from various examples cited or given, on the basis of the writer's more than twenty years' teaching experience for ESL students and extensive review of different English grammar books, reference books, magazines, newspapers, books, and English dictionaries, in order for those students to further understand how to use moods appropriately. The goal of this article is that it will serve as a guide for ESL students, English language learners, and their teachers.
Creative Learning in Adverse Times: How Austin Independent School District&apos;s Creative Learning Initiative Advanced Their Work during the COVID-19 Pandemic. Publication 21.05
Author: Andrews, Melissa
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: School Districts,COVID-19,Pandemics,Creativity,Partnerships in Education,Access to Education,Art Education,Fine Arts,Creative Teaching,Faculty Development,Teaching Methods,Theater Arts,Blended Learning

The Creative Learning Initiative (CLI) is a city-wide collaboration between MINDPOP, the City of Austin, Austin Independent School District (AISD), and more than 100 art and cultural organizations dedicated to equitable access to creative learning and the arts for every student in Austin. The CLI model is grounded in research showing that arts programs in and out of school have a powerful impact on students' cognition and youth's development (Ruppert, 2006). At the campus level, the three pillars of the program are to (a) increase students' access to sequential fine arts instruction, (b) increase community arts programming during and out of the school day, and (c) foster classroom learning with Creative Teaching across the curriculum. This paper describes the work done to advance CLI goals across the three pillars of the program despite the challenges brought on by the COVID-19 pandemic, which was a consequence of the strong foundation CLI maintained over the 10 years prior.
Reading-Oriented Educational Games to Overcome Delayed Reading Fluency for 5th Graders
Author: Wahdan, Mohammed
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Games,Reading Difficulties,Reading Fluency,Grade 5,English Language Learners,Remedial Reading,Arabs,Grade 4,Student Promotion

This research project is an ambitious scheme to dissect in some detail and to put and implement an appropriate remedial strategy/s to an educational dilemma facing young English language learners. In specific stage through their academic progress, some students face reading fluency problem. Special concern is given in this research to those students who are moving up from 4th grade to 5th grade. First, a description for the dilemma is given along with definitions for other variables which are strongly related to the subject matter. Then, a theoretical frame is woven to finally reach that shape of an executive accumulative teaching plan that meant to resolve that learning deficit. At the end, a description for the plan implementation through classes and reflections and conclusions are brought to the reader.
Changing Classroom Practice: The Evaluation of the School Network Learning Project in Jordan. CPRE Research Reports
Author: Pratt-Williams, Jaunelle
Date: 2015-05-00
Type: Reports - Research
Subjects: Foreign Countries,Networks,Faculty Development,Teacher Improvement,Elementary Secondary Education,Evidence Based Practice,Teacher Competencies,Inservice Teacher Education,Public Schools,Administrator Attitudes,Teacher Attitudes,Values,Program Effectiveness,Educational Practices,Teamwork,Sustainability,Workshops,Principals,Mathematics Instruction,Science Instruction,English (Second Language),Second Language Instruction,Writing Instruction

In 2007, the Columbia University Middle East Research Center (CUMERC), with the support and patronage of Her Majesty Queen Rania Al Abdullah, facilitated the founding of the Queen Rania Teacher Academy (QRTA) to help advance education in Jordan and throughout the Middle East. Through CUMERC, QRTA and Teachers College, Columbia University (TC) formed a new partnership whose goal was to use high quality in-service training to improve the quality of the public schools in Jordan. The Consortium for Policy in Education at TC (CPRE) took on this work and began collaborating with QRTA to engage current educators in the adoption and use of evidence-based instructional practices in Jordan's elementary and secondary schools. This initiative became known as the School Networks Learning Project and supported networks of schools in different regions of the country as vehicles for providing professional development of teachers in English, mathematics, and science as well as leadership training for principals and education supervisors to support the desired changes in classroom practice. Five core practices were emphasized during the professional development with the goal being that teachers would focus on these practices and take them back to their classrooms. Schools and teachers made a 2 to 3 year commitment to the project. At the time of the writing of this report, three cohorts have completed the Project and two additional cohorts have begun the Project. Across the three completed cohorts, 2,158 teachers, 894 school leaders, and 104 other educators participated in the School Network Project, totaling 3,130 participants over the almost six years of the Project's implementation.
Learning about New Demands in Schools: Considering Algebra Policy Environments (LANDSCAPE). CPRE Research Reports
Author: Steele, Michael D.
Date: 2016-04-00
Type: Reports - Research
Subjects: Mathematics Education,Educational Policy,Algebra,Secondary School Students,Student Characteristics,Enrollment Trends,Student Evaluation,Faculty Development,Resource Allocation,Learning Readiness,Curriculum Development,School Districts,College Readiness,Career Readiness,Common Core State Standards,Lunch Programs,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs

The past three decades in mathematics education policy and research have seen a considerable focus on algebra and its place in secondary schools. Access to and success in the first high school course, most often termed Algebra I, has been framed as a civil rights issue, a harbinger of college success, and a lynchpin to global competitiveness. Policymakers have targeted access to Algebra I through universal enrollment policies at specific grade levels, while educational researchers and policy analysts have investigated the efficacy of such policies in improving student outcomes. [This document is a reissue of the April 2016 CPRE Research Report RR-86 under the same title.]
Video Modeling for High School Students with Autism Spectrum Disorder
Author: Galligan, Megan R. Ledoux
Date: 2020-00-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Skill Development,Students with Disabilities,High School Students,High School Teachers,Video Technology,Modeling (Psychology),Social Development

Video modeling (VM) has demonstrated efficacy in teaching a variety of skills (e.g., social skills, communication, vocational tasks) to learners with autism spectrum disorder. Previous research indicates teachers and learners have supported the use of VM. However, the majority of studies have focused on elementary-school students; less research has explored the use of VM in secondary education settings. To extend the literature, this article describes the use of VM with three high school student-teacher dyads. Each teacher adapted the VM intervention to meet the needs of their student as well as to fit with the current technology available and utilized in their classrooms. All of the three students learned a different target skill with VM and achieved mastery criteria. Results for the three student skills, as well as implementation guidelines and future directions, are discussed. [This is the online version of an article published in &quot;Journal of Special Education Technology.&quot; For the final published version of this article, see EJ1330434.]
Promising Practices in Planning and Implementing COMPASS Literacy Programming
Author: Turner, Tandra T.
Date: 2015-09-00
Type: Reports - Research
Subjects: Literacy Education,STEM Education,Elementary School Students,After School Programs,Program Evaluation,Specialists,Teaching Methods,Faculty Development,Needs Assessment,Program Content,Alignment (Education),Staff Development,Community Organizations,Educational Practices

The New York City Department of Youth and Community Development (DYCD) recognizes the role that its Comprehensive After School System (COMPASS) programs can play in supporting the educational success of youth, including literacy development. Since 2011, DYCD has required COMPASS programs to offer at least two hours a week of either literacy or science, technology, engineering and mathematics (STEM) enrichment activities, and to engage an education specialist in designing and supporting the implementation of program activities. Evaluation studies have suggested that DwsYCD's policies requiring academic programming and the support of an education specialist during afterschool hours have helped COMPASS programs to strengthen their efforts to coordinate with school partners and encouraged them to be more intentional in their selection and design of program activities. As a next stage in its evaluation efforts, during the 2014-15 school year, DYCD asked Policy Studies Associates (PSA) to explore approaches to literacy programming in elementary-grades COMPASS programs. The goal of this study is to help DYCD and the community-based organizations that operate COMPASS programs develop and strengthen strategies for planning and implementing literacy programming during the afterschool hours, by documenting promising practices in: (1) Program content; (2) Alignment to school-day instruction; (3) Staffing; (4) Training and professional development; and (5) Assessment of participant needs.
Community Learning and Development in Curriculum for Excellence: 1. Senior Phase
Author: Education Scotland
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Curriculum Development,Partnerships in Education,Cooperative Planning,Barriers,At Risk Students,Secondary Schools,Foreign Countries,Educational Planning,Leadership Responsibility,Stakeholders,Role,Information Dissemination,Educational Opportunities,Employment Opportunities

Community Learning and Development (CLD) partners have a valuable contribution to make to the planning and delivery of &quot;Curriculum for Excellence&quot; (CfE) both in and out of school. This is the first in a series of reports which captures the contribution made by CLD partners to CfE. In doing so, it identifies strengths and areas for improvement. In 2014 Education Scotland were asked by the CfE Management Board to take a closer look at how CLD partners contribute to joint planning and evaluation in delivering the &quot;Senior Phase.&quot; In particular the focus of interest was: (1) How well do partners in learning communities jointly plan and evaluate &quot;Senior Phase&quot; learning activities together? (2) What difference is partnership working having in increasing and improving learning opportunities for young people? (3) What are the key challenges faced in progressing effective partnership working in the learning community? and (4) How effective is support for young people who have either disengaged or are at risk of disengaging from education? What difference is this having on the lives of young people? Between the period September-December 2014 a range of evidence was gathered by HM Inspectors relating to the above areas of interest. This included evidence from 12 Learning Community inspections, 3 secondary school only inspections, across 11 authorities and information gathered as part of a programme of 50 secondary school visits focusing on CfE. This report summarizes the key points identified in the review.
Student Count Options for School Funding: Trade-Offs and Policy Alternatives for California
Author: Hahnel, Carrie
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Educational Finance,Financial Support,State Aid,Average Daily Attendance,COVID-19,Pandemics,State Policy,Enrollment Rate,School Districts,Funding Formulas,Elementary Secondary Education

The method California uses to count students for funding purposes is an important decision that drives both resources and behaviors. For more than 100 years, California has funded school districts based on the average number of students who attend school each day. Although this average daily attendance (ADA) method was once used by many states, the practice has faded. Now, California is one of just six states that use ADA to allocate state education funding to school districts. The remaining states use other student count methods such as average enrollment. In recent years, the COVID-19 pandemic has introduced shocks to attendance and enrollment patterns in schools, creating budgetary uncertainty as well as challenges regarding how to effectively engage and serve all students. Some state legislators, advocates, and education leaders have proposed that California switch from an attendance-based funding system to one that funds based on enrollment, and some are debating ways to adjust count methods to protect districts experiencing attendance volatility and declining enrollment. As policymakers engage in these discussions, it is critically important that they understand California's current count method as well as potential alternatives to it. This report reviews student count methods used in California and other states, and then explores the following: (1) To what extent do ADA-based funding systems incentivize higher attendance? (2) What is known about enrollment and attendance trends before and since the pandemic? (3) What would the fiscal impact be if California were to shift from attendance-based to enrollment-based funding? and (4) How might various state goals be addressed by the current ADA-based system, an alternative enrollment-based system, or other policy solutions? This study aims to inform policymakers and advocates as they consider whether and how to revise existing policies or craft new policies to address a variety of state priorities related to fiscal stability, equity, attendance, and more.
TASK: A Measure of Learning Trajectory-Oriented Formative Assessment. CPRE Research Reports
Author: Supovitz, Jonathan A.
Date: 2013-06-00
Type: Reports - Research
Subjects: Formative Evaluation,Mathematics Instruction,Common Core State Standards,Knowledge Level,Mathematics Skills,Elementary School Mathematics,Secondary School Mathematics,Urban Schools,School Districts,Mathematical Concepts,Pedagogical Content Knowledge,Addition,Subtraction,Fractions,Algebra,Student Evaluation

This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers' knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS). Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' &quot;procedural skills&quot; rather than their &quot;conceptual understandings,&quot; indicating that there is significant room for growth in teacher capacity to identify, interpret, and respond to students' conceptual understanding.