ethanporcaro/eric-fulltext-meta huggingface dataset:
College Readiness in the Era of Common Core. Technical Report. Getting Down to Facts II
Author: Kurlaender, Michal
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: College Readiness,Common Core State Standards,Community Colleges,State Universities,Grade 11,High School Students,Two Year College Students,College Students,Student Characteristics,Success,Achievement Tests,Academic Achievement,Race,Socioeconomic Status,English Language Learners

In 2004, California launched the Early Assessment Program (EAP), developed jointly by the California Department of Education (CDE), the State Board of Education, and the California State University (CSU), to help bridge the gap between preparation for college in high school and the knowledge and skills necessary for success in postsecondary education. A key aspect of the EAP was augmenting the state's 11th grade assessment by providing students (and schools)--on a voluntary basis--information about their level of college and career readiness prior to their senior year of high school. Several years later, California adopted the Common Core State Standards (CCSS) and the CCSS-aligned Smarter Balanced Assessment Consortium assessments to both improve college readiness of California's youth and better align K-12 educational standards with the demands of postsecondary schooling. The adoption of the Smarter Balanced Assessment also extended the earlier EAP system by making the 11th grade assessment of college readiness a feature of universal statewide testing rather than something voluntary. In this paper, the authors review student performance on these new assessments and then describe the early college outcomes for the 2014-2015 cohort of California 11th graders, the first cohort of Smarter Balanced Assessment takers. Specifically, they ask: How well are K-12 schools preparing students for the demands of college as measured by performance on the Smarter Balanced Assessments? What are the disparities in college readiness by key student characteristics (in particular, race/ethnicity and socioeconomically disadvantaged)? Are the current signals of college readiness on the Smarter Balanced Assessment predictive of student success in college? To answer these questions, they focus on the state's two large postsecondary systems of higher education: the California State University (CSU) and the California Community College (CCC) systems.
Leveraging Transition: Ten Ways for New Governors to Advance Education Policies and Priorities from Day One. White Paper
Author: National Governors Association
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,State Officials,State Government,Change

The 2018 election cycle resulted in new governors in 20 states and two territories. This change will have further ripple effects as new governors in many states appoint new chief state school officers, state board of education members, and other state education leaders. If properly understood and leveraged, each new governor's transition period provides a critical window of opportunity to promote education equity, opportunity, and outcomes. This brief produced by the National Governors Association (NGA) and EducationCounsel provides guidance to new governors and state education teams on how to think about this critical transition period, how to best advance education priorities, and how partners can provide support. Based on lessons learned from prior gubernatorial, state, and national education transitions, NGA and EducationCounsel have identified ten opportunities for action that each governor and others should consider - from election to inauguration and in the first 100 days - to get the most out of the state transition period in terms of advancing education equity, quality, and outcomes. By investing the time, energy, and resources necessary to attend to these opportunities, the transition team and those seeking to support it will be on solid footing to do the difficult but essential work of pursuing an equitable and rigorous education for every student.
Culturally Responsive Teaching: A 50-State Survey of Teaching Standards
Author: Muñiz, Jenny
Date: 2019-03-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Teacher Competencies,Geographic Location,State Standards,Cultural Relevance,Teaching Methods,Alignment (Education),Teacher Attitudes,Social Bias,Curriculum,Relevance (Education),Student Diversity,Family School Relationship,Language Usage,Interpersonal Communication

New America analyzed professional teaching standards in all 50 states to better understand whether states' expectations for teachers incorporate culturally responsive teaching. To support this analysis, we identify eight competencies that clarify what teachers should know and be able to do in light of research on culturally responsive teaching. Our research finds that while all states already incorporate some aspects of culturally responsive teaching within their professional teaching standards, the majority of states do not yet provide a description of culturally responsive teaching that is clear or comprehensive enough to support teachers in developing and strengthening their CRT practice throughout their careers. As an added resource, we have assembled excerpts from state standards in which CRT is already well articulated, as well as a data visualization that describes the prevalence of CRT competencies in teaching standards across states.
National Child and Youth Well-Being Index (CWI), 2013
Author: Foundation for Child Development
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Health Insurance,Educational Attainment,Well Being,Crime,Child Development,Family Income,Poverty,Child Welfare,Economic Factors,Safety,Risk,Interpersonal Relationship,Social Development,Spiritual Development,Child Health,Participation,Violence,Quality of Life

Each year, the Foundation for Child Development (FCD) and the Child and Youth Well-Being Index Project at Duke University issue a comprehensive measure of how children are faring in the United States. The resultant National Child and Youth Well-Being Index (CWI) is based on a composite of &quot;28 Key Indicators of Well-Being,&quot; grouped into &quot;seven Quality-of-Life/Well-Being Domains.&quot; These Domains are: Family Economic Well-Being, Safe/Risky Behavior, Social Relationships, Emotional/Spiritual Well-Being, Community Engagement, Educational Attainment, and Health. This year's report highlights: Long-term trends in the CWI, in its seven Domains, and in its 28 Key Indicators, 1975-2012. Specifically, this year's report includes: (1) Calculated values of the CWI for each of the years from 1975, the base year of the Index, to 2010; (2) An updated estimate of the CWI for 2011 based on observed values of Key Indicators that have become available since last year's report; (3) An initial estimate of the CWI for 2012 based on those observed values of the Key Indicators for 2012 that are currently available, along with projections of the other Key Indicators; and (4) A review of long-term trends in the seven Domains and 28 Key Indicators of the CWI, highlighting each Domain and Indicator's beginning value in 1975 (or the earliest year for which data are available); ending values in 2012; and high and low values with the corresponding years in which these occurred. [For the report from the previous year &quot;National Child and Youth Well-Being Index (CWI), 2012,&quot; see ED542868.]
Designing for Complementarity: Teacher and Student Needs for Orchestration Support in AI-Enhanced Classrooms
Author: Holstein, Kenneth
Date: 2019-06-00
Type: Reports - Research
Subjects: Artificial Intelligence,Intelligent Tutoring Systems,Instructional Design,Elementary Secondary Education,Man Machine Systems,Needs Assessment,Student Needs,Student Attitudes,Teacher Attitudes,Student Motivation,Teacher Student Relationship,Help Seeking,Preferences,Educational Technology

As artificial intelligence (AI) increasingly enters K-12 classrooms, what do teachers and students see as the roles of human versus AI instruction, and how might educational AI (AIED) systems best be designed to support these complementary roles? We explore these questions through participatory design and needs validation studies with K12 teachers and students. Using human-centered design methods rarely employed in AIED research, this work builds on prior findings to contribute: (1) an analysis of teacher and student feedback on 24 design concepts for systems that integrate human and AI instruction; and (2) participatory speed dating (PSD): a new variant of the speed dating design method, involving iterative concept generation and evaluation with multiple stakeholders. Using PSD, we found that teachers desire greater real-time support from AI tutors in identifying when students need human help, in evaluating the impacts of their own help-giving, and in managing student motivation. Meanwhile, students desire better mechanisms to signal help-need during class without losing face to peers, to receive emotional support from human rather than AI tutors, and to have greater agency over how their personal analytics are used. This work provides tools and insights to guide the design of more effective human-AI partnerships for K-12 education. [This paper was published in: &quot;Proceedings of the 20th International Conference on Artificial Intelligence and Education&quot; (pp. 1-14). Chicago, IL.]
Putting Degrees within Reach: Strategies for Financing Early Educator Degrees
Author: Katz, Anne
Date: 2019-01-00
Type: Reports - Research
Subjects: Educational Finance,Early Childhood Education,Bachelors Degrees,Early Childhood Teachers,Teacher Supply and Demand,Child Development,Paying for College,Teacher Salaries,Federal Aid,Grants,Scholarships,Credentials,Partnerships in Education,Young Children,Tuition,State Programs,Mentors,Community Programs

Early childhood educators have a unique opportunity to foster the development of cognitive, behavioral, and social skills. But the work is not easy. Effective educators need both a deep understanding of child development and mastery of a complex set of skills to meet the learning needs of young children. Accordingly, there is a growing demand across the country for early childhood educators with a bachelor's degree education. For example, 35 state pre-K programs now require lead teachers to possess a bachelor's degree, up from 26 programs with such a degree requirement 10 years ago. And the 2007 reauthorization of Head Start required half of all lead teachers to hold bachelor's degrees with training in early education. Currently, about 74 percent of Head Start teachers hold a bachelor's or advanced degree in early childhood or a related field. This report on financing strategies is the second in a series that will explore strategies to help address some of those issues. It describes several strategies currently in use to assist early educators working to obtain a degree and end with a list of important things to consider when designing programs to help educators successfully navigate the journey towards successful completion of a degree program.
Adequacy and State Funding Formulas: What Can California Learn from the Research and National Context? Technical Report. Getting Down to Facts II
Author: Imazeki, Jennifer
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Funding Formulas,Educational Finance,Elementary Secondary Education,Costs,State Aid

For decades, school finance reform in many states has been driven by (or reacted to) litigation arguing that schools need additional funding. In the 1970s and 80s, school finance cases prompted reforms to increase equity, equalizing dollars per pupil across districts. In the 1990s, the focus began shifting to educational outcomes, with a recognition that equal dollars do not always buy equal outcomes because some districts face higher costs than others. Thus, the courts, and resulting policies, have asked what dollar amount is sufficient, or &quot;adequate&quot;, in any given district, to provide the level of educational quality that the state requires. This report provides an overview of the large literature that has developed to measure &quot;adequacy&quot;, or the per-pupil cost of providing K-12 education in districts with varying characteristics, and the implications for the design of school finance systems. In general, the cost of an &quot;adequate education&quot; can be defined as the minimum amount of money that a school district must spend in order to achieve a targeted educational outcome, such as students achieving a particular score on state tests. Section I of this paper briefly reviews the methods used to measure the costs of adequacy. Section II discusses specific factors that may impact costs, with associated estimates of the size of marginal impacts, to the extent that there is research available, or notes when the literature is inconclusive. Section II also highlights how other states, particularly those most similar to California, address various cost factors in their funding systems. Section III moves to discussion of how states might structure their funding systems in order to pay for the costs of adequacy, again with a focus on the systems in states most similar to California. Section IV summarizes the implications for California.
Collaborative Gestures among High School Students Conjointly Proving Geometric Conjectures
Author: Walkington, Candace
Date: 2019-06-00
Type: Speeches/Meeting Papers
Subjects: Nonverbal Communication,High School Students,Video Games,Grade 9,Grade 10,Geometry,Geometric Concepts,Mathematics Instruction,Cognitive Processes,Mathematical Logic,Validity,Spatial Ability,Problem Solving,Secondary School Mathematics,Teaching Methods

Collaborative gestures in the mathematics classroom occur when multiple learners coordinate their bodies in concert to accomplish mathematical goals. Collaborative gestures show how cognition becomes distributed across a system of dynamic agents, allowing for members of groups of students to act and gesture as one. We explore ways high school students gesture collaboratively while proving geometric conjectures in the sociotechnological context of an embodied video game in their classrooms. We find that students use their bodies and joint action to reason together and establish intersubjectivity. Gestures can both allow learners to access mathematical ideas and exclude peers. We also find that gestures generally, and collaborative gestures specifically, are associated with powerful forms of mathematical reasoning about generalizable properties of space and shape.
Pathway to Success: The Charles School Broadens College Access for Students Who Need It
Author: Belcher, Ellen
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Access to Education,Dual Enrollment,Charter Schools,High School Students,First Generation College Students,College Credits,Tuition,Student Certification,Associate Degrees,African American Students

A college degree is becoming increasingly necessary in order for young people to attain the jobs they want, and yet getting to and through college in some ways has never been more challenging. Many students are ill-prepared when they arrive, others lack the &quot;soft&quot; skills necessary to succeed in a postsecondary environment, and the cost of college is immense. For first-generation college students, these challenges can be daunting. The Charles School (TCS), a Columbus charter high school that is part of the Graham Family of Schools, partners with Ohio Dominican University to provide an early college experience to students. Students can graduate with up to 62 hours of college credit, tuition free, and earn a high school diploma as well as an associate's degree in a five-year program. TCS and other high-quality charter options like it illuminate a path to and through college for many students like Chris Sumlin, profiled in this report. May his compelling story encourage us to support any school option that is effective at closing the college-going gap and setting young people up for success.
Cornish: The Cornish Language in Education in the UK, 2nd Edition. Regional Dossiers Series
Author: Sayers, Dave, Comp.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Language Minorities,Educational Policy,Indo European Languages,Laws,Educational Finance,Foreign Countries,Preschool Education,Vocational Education,Adult Education,Elementary Secondary Education,Higher Education,Language Maintenance,Language Research,Glossaries,Second Language Learning,Second Language Instruction,Geographic Regions,Native Speakers,Native Language Instruction

This regional dossier aims to provide a concise description of the European minority language, Cornish, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided serves as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. Lists of regulations, publications, and useful addresses concerning the minority language, are given at the end of the dossier. [The 2001 first edition of this regional dossier was compiled by Arjan Hut. Unless otherwise stated academic data refer to the school year 2017-2018.]
Transforming Education to Unlock Lifelong Opportunity and Success for Each and Every Child. 2018 Annual Report
Author: Foundation for Excellence in Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Policy,Learning Experience,College Readiness,Career Readiness,Emergent Literacy,Accountability,Public Schools,Charter Schools,State Policy,21st Century Skills,Access to Education,Competency Based Education,Scholarships,Educational Opportunities,Equal Education,Elementary Secondary Education,Educational Legislation,Federal Legislation

A full year of progress in advancing education reform across America is documented in each of the Foundation for Excellence in Education's Annual Reports. This report presents the broad range of initiatives that the Foundation for Excellence in Education is working on--policies that personalize the learning experience for students, that challenge them with college- or career-ready expectations, that prioritize early-grade literacy, and that hold schools accountable to parents and taxpayers. Following a section describing the Foundation for Excellence in Education (Excel&quot;in&quot;Ed), a national leader in the education reform movement, this report provides a year in review to illustrate Excel&quot;in&quot;Ed's accomplishments. Also provided are reports on the following topics: (1) Highlights from the 2018 National Summit on Education reform; (2) Early Literacy; (3) School Accountability; (4) Education Funding; (5) College &amp; Career Pathways; (6) Next Generation Learning; (7) Public Charter Schools; and (8) Fiscal Accountability. Policy Solutions are included, as are state profiles. [For the 2017 report, &quot;Advancing Opportunity, Innovation &amp; Quality in Education. 2017 Annual Report&quot;, see ED590700.]
Long-Term Outcome Study: A Longitudinal Study of LA&apos;s BEST Students&apos; Persistence and Graduation Rates. CRESST Report 862
Author: La Torre, Deborah
Date: 2019-01-00
Type: Reports - Research
Subjects: Academic Persistence,Graduation Rate,High School Graduates,After School Programs,Enrichment Activities,Elementary School Students,Secondary School Students,Longitudinal Studies,Program Effectiveness,Urban Programs,Dropouts,Attendance

Regular participation in afterschool programs by elementary students in low income communities may lead to improved college and career readiness. This study found that students who had high levels of participation in the LA's BEST afterschool program over three years were five percent less likely to dropout and six percent more likely to complete high school on-time than were students in the same elementary schools who never participated in the program. However, students with low levels of attendance did not reap the same benefits. These results were found within the context of more rigorous California State University aligned graduation requirements by Los Angeles Unified School District. The authors recommend increased funding for afterschool programs to improve attendance and increase the number of students served. They also argue that in large, economically diverse regions such as Los Angeles, even small increases in graduation rates may positively impact opportunities for thousands of students and their families.
Board of Regents&apos; Montana University System (MUS) Strategic Plan 2018
Author: Montana University System (MUS), Office of the Commissioner of Higher Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: College Administration,Universities,Strategic Planning,Governing Boards,Educational Planning,Higher Education,Access to Education,Paying for College,Academic Persistence,Educational Attainment,Student Participation,School Holding Power,Economic Development,Labor Force Development,Efficiency,College School Cooperation,Two Year Colleges,Distance Education,Research and Development,Graduate Study,Educational Technology,Technology Uses in Education,Budgeting,Resource Allocation,Student Financial Aid,Graduation

The Montana University System Strategic Plan is the primary planning document of the Board of Regents. The Plan sets forth an agenda for higher education in Montana by delineating the strategic directions, goals, and objectives that guide the Montana University System (MUS). It is comprised of three primary goals that contain a series of sub-goal statements and objectives within each area: (1) Access and Affordability--Increase the overall educational attainment of Montanans through increased participation, retention, and completion rates in the Montana University System; (2) Workforce and Economic Development--Assist in the expansion and improvement of the state's economy through the development of high value jobs and the diversification of the economic base; and (3) Efficiency and Effectiveness--Improve institutional and system efficiency and effectiveness. [Cover title varies: &quot;MUS Strategic Plan 2018.&quot; For the 2017 Strategic Plan, see ED582908.]