ethanporcaro/eric-fulltext-meta huggingface dataset:
Provision of GCSE Subjects 2015. Statistics Report Series No. 106
Author: Gill, Tim
Date: 2016-04-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Single Sex Schools,Disadvantaged Schools,Gender Differences,School Size,Incidence,Intellectual Disciplines

This report looks at the provision of General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE) subjects in England in 2015. In this report the level of provision is presented by different school classifications: school type, school attainment, school gender, school size and school deprivation level. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. The data for these analyses were taken from the National Pupil Database (NPD). This is a database of results for all students in all subjects in schools and colleges in England. This report presents only the provision of GCSE subjects in schools with pupils taking GCSEs in 2015. Provision of applied and short course GCSEs was not investigated. Only accredited IGCSEs were counted in this report as non-accredited versions of these qualifications are no longer be included in the NPD extract. [For &quot;Provision of GCSE Subjects 2014. Statistics Report Series No. 81,&quot; see ED622063.]
Provision of GCSE Subjects 2016. Statistics Report Series No. 115
Author: Gill, Tim
Date: 2017-09-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Single Sex Schools,Disadvantaged Schools,Gender Differences,School Size,Incidence,Intellectual Disciplines

This report looks at the provision of General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE) subjects in England in 2016. In this report the level of provision is presented by different school classifications: school type, school attainment, school gender, school size and school deprivation level. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. The data for these analyses were taken from the National Pupil Database (NPD). This is a database of results for all students in all subjects in schools and colleges in England. This report presents only the provision of GCSE subjects in schools with pupils taking GCSEs in 2016. Provision of applied and short course GCSEs was not investigated. Only accredited IGCSEs were counted in this report as non-accredited versions of these qualifications are no longer be included in the NPD extract. [For &quot;Provision of GCSE Subjects 2015. Statistics Report Series No. 106,&quot; see ED622064.]
Provision of GCSE Subjects 2017. Statistics Report Series No. 122
Author: Gill, Tim
Date: 2018-12-00
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Single Sex Schools,Disadvantaged Schools,Gender Differences,School Size,Incidence,Intellectual Disciplines

This report looks at the provision of General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE) subjects in England in 2017. The data for these analyses were taken from the National Pupil Database (NPD). This is a database of results for all students in all subjects in schools and colleges in England. This report presents only the provision of GCSE subjects in schools with pupils taking GCSEs in 2017. Provision of applied and short course GCSEs was not investigated. Only accredited IGCSEs were counted in this report as non-accredited versions of these qualifications are no longer be included in the NPD extract. In this report the level of provision is presented by different school classifications: school type, school attainment, school gender, school size and school deprivation level. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. [For &quot;Provision of GCSE Subjects 2016. Statistics Report Series No. 115,&quot; see ED622065.]
A Report of the Formative Assessment of Reading Apprenticeship across the Disciplines: A Supporting Effective Educator Development (SEED) Grant
Author: Greenleaf, Cynthia
Date: 2020-07-30
Type: Reports - Research
Subjects: Formative Evaluation,Professional Development,Literacy,Interdisciplinary Approach,Special Needs Students,Reading Comprehension,Academic Achievement,Thinking Skills,Positive Attitudes,Reading Programs,Apprenticeships,Partnerships in Education,Middle School Teachers,High School Teachers,Educational Assessment,Program Effectiveness

Reading Apprenticeship is a research-based professional learning model and instructional framework designed by the Strategic Literacy Initiative (SLI) at WestEd to improve student literacy and learning. Based on understandings of the close relationship between curricular reform and professional development (Heller &amp; Greenleaf, 2007), Reading Apprenticeship components include an instructional framework and associated professional development model for secondary and post-secondary teachers across the academic subject areas. In 2015, the U.S. Department of Education awarded SLI a Supporting Effective Educator Development (SEED) grant to disseminate the Reading Apprenticeship approach to literacy instruction across the subject areas in middle and high schools. The funded project, called Reading Apprenticeship Across the Disciplines (RAAD), was awarded in October 2015 and concluded in October 2019. Through RAAD, SLI served middle and high school teachers in 6 states (California, Illinois, Michigan, New York, Texas, and Wisconsin). Three key goals shaped the RAAD project: (1) Increase the number of highly effective secondary teachers serving high needs students by providing Reading Apprenticeship professional learning; (2) Improve high needs students' reading comprehension, academic achievement, metacognitive skills, and positive learning dispositions by increasing opportunities to learn; and (3) Build local capacity for strong and sustained implementation and dissemination of effective academic literacy practices through teacher leader development, school, and regional network support. An independent impact study was conducted by IMPAQ International with 7% of participating sites to address project Goals 1 and 2. This report focuses on formative assessment of project activities that address SLI's capacity to accomplish project Goals 1 and 3. [For the impact study, &quot;Evaluation of Reading Apprenticeship across the Disciplines (RAAD): Effective Secondary Teaching and Learning through Literacy Leadership,&quot; see ED622055.]
A Pragmatic Playbook for Impact: Direct, Widespread, and Systemic
Author: Cortez, Alex
Date: 2022-06-00
Type: Guides - General
Subjects: Entrepreneurship,Change Strategies,Models,Sustainability,Equal Education,Social Responsibility,Social Change,Organizations (Groups),Educational Change

Social entrepreneurs don't lack ambition. Being a social entrepreneur requires an irrational belief in the power of one's work to transform a world in dire need of change. Just look at the scale and degree of change embodied in any social impact organization's vision and mission statements about the transformation it aspires to create for the communities it serves. Nowhere is this truer than in education entrepreneurship. However, to make their ambitions a reality, to make the irrational actionable, and to move from a narrow theory of action to achieving a successful theory of population-level change, education entrepreneurs must consider working across three strategies for impact: (1) Direct Impact: How an organization provides programming directly to its target beneficiaries; (2) Widespread Impact: How an organization builds the capacity of partner organizations to replicate elements of its program model; and (3) Systemic Impact: How an organization shifts mindsets, relationships, and power to in turn shift the policies, practices, and resource flows that create stronger conditions for adoption of an organization's values, program model, and its ultimate vision for change. These strategies are not mutually exclusive but rather reinforcing and cyclical. Rooted in promising practices from the education sector, &quot;A Pragmatic Playbook for Impact: Direct, Widespread, and Systemic&quot; is a practical resource for decision-makers to maximize their impact, further equity, and respond to the urgency of this moment amid the ongoing COVID-19 pandemic. The playbook covers: (1) The design considerations in first developing a Direct Impact model; (2) The reasons more organizations are considering expanding into Widespread Impact; (3) Widespread Impact design decisions and different models organizations can consider in prioritizing breadth versus depth of impact; (4) How organizations maximize fidelity of implementation of more intensive Widespread Impact models; (5) How organizations extend their work into Systemic Impact strategies to create the conditions necessary for their program model to achieve and sustain scale; (6) How organizations balance work across these three impact strategies -- including aligning it with their theory of change, building out the organizational capabilities to execute across these strategies, and understanding how these strategies impact financial sustainability; (7) How organizations can measure their Widespread Impact; and (8) Three case studies showing how education nonprofits are effectively implementing Direct, Widespread, and Systemic Impact in the field.
Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1895-00-00
Type: Historical Materials
Subjects: Statistical Data,Illiteracy,Public Education,Elementary Education,Geography Instruction,Public Schools,Educational Philosophy,Exhibits,Medical Education,Technology Education,Higher Education,Womens Education,Foreign Countries

This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For &quot;Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV,&quot; see ED622070.]
Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1895-00-00
Type: Historical Materials
Subjects: Documentation,United States History,Educational History,Secondary Schools,Educational Research,National Organizations,African American Education,Higher Education,Student Financial Aid,Extension Education,Medical Education,Geographic Location,Death,Statistical Data

This is Volume 2 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts III and IV. Part III contains the chapters: (1) Documents Illustrative of American Educational History; (2) Report of the Committee of Ten on Secondary School Studies, with Papers Relating Thereto; (3) The National Educational Association; (4) The Education of the Negro--Its Character and Facilities; (5) Pecuniary Aid for Students in Universities and Colleges; (6) University Extension; (7) Medical Education; (8) Education in the Various States; (9) Report on Educational Affairs in Alaska; and (10) Educational Necrology. Part IV covers Statistical Tables. [For &quot;Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II,&quot; see ED622069.]
2019 National Survey of Early Care and Education Data Collection and Sampling Methodology Report. OPRE Report 2022-118
Author: Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE)
Date: 2022-04-00
Type: Reports - Research
Subjects: Early Childhood Education,National Surveys,Parent Surveys,Supply and Demand,Research Design,Sample Size,Questionnaires,Data Collection,Child Care Centers,Child Caregivers,Family Needs,Needs Assessment

The 2019 National Survey of Early Care and Education (NSECE) is funded by the Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families. The project team is led by NORC at the University of Chicago. The 2019 NSECE is comprised of four integrated, nationally representative surveys which include: (1) households with children under age 13; (2) home-based early care and education (ECE) providers which are listed and unlisted; (3) center-based ECE providers serving children age 5 years and under, not yet in kindergarten; and (4) the center-based ECE provider workforce. Collectively these surveys paint a comprehensive picture of the supply of and demand for ECE in America and offer a clearer understanding of how well families' needs and preferences match providers' offerings and constraints. This report provides information about the 2019 NSECE sample design, key elements of its four component surveys, and other unique survey features, and explains how it compares to the 2012 NSECE. A detailed appendix provides information about the data collection methodologies used in the 2019 NSECE.
Report of the Commissioner of Education for the Year 1893-94. Volume 1. Containing Part I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1896-00-00
Type: Historical Materials
Subjects: Enrollment,Statistical Data,Public Schools,Secondary Education,Higher Education,Psychology,Teacher Education,Educational Research,Urban Schools,Mathematics Instruction,Language Arts,Values,United States History,Educational History,Educational Finance,Foreign Countries

This is Volume 1 of the Report of the Commissioner of Education for the Year 1893-94, containing Part I. This volume includes the Commissioner of Education's Introduction and Part I, which contains the chapters: (1) Whole Number of Pupils and Students; (2) Consolidated Statistics of State and City Common School Systems; (3) Statistical Review of Secondary Education; (4) Statistical Review of Higher Education; (5) Great Britain and Ireland; (6) Education in France; (7) Education in Central Europe; (8) Public Instruction in Italy; (9) Education in Russia; (10) The Psychological Revival; (11) Report of the Committee of Fifteen, on Training of Teachers; (12) Report of the Committee of Fifteen, on Correlation of Studies; (13) Report of the Committee of Fifteen, on City School Systems; (14) Verbatim Reports of Recitations in Arithmetic and Language in the Schools of Kansas City, Mo.; (15) Educational Values; (16) Public Schools in the United States during the Colonial and Revolutionary Periods; (17) Robert Charles Winthrop and the Peabody Education Fund for the South; and (18) Name Register. [For &quot;Report of the Commissioner of Education for the Year 1893-94. Volume 2. Containing Parts II and III,&quot; see ED622074.]
Effects of Reclassifying English Learner Students on Student Achievement in New Mexico. REL 2022-138
Author: Garrett, Rachel
Date: 2022-09-00
Type: Reports - Research
Subjects: English Language Learners,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Language Proficiency,Language Arts,Academic Achievement,Mathematics Achievement,Classification,Student Characteristics,Public Education,Language Fluency,Academic Standards,Racial Differences,Ethnicity,Gender Differences,School Districts

This study examined how attaining English proficiency and being reclassified as fluent English proficient affected achievement in English language arts and math in the first year after student reclassification in grades 3-8 in New Mexico. State policy in New Mexico bases student reclassification decisions on whether students attain a minimum overall English language proficiency level score of 5.0 on the ACCESS for ELLs (ACCESS) assessment. The study focused on achievement among English learner students in 2014/15-2018/19, a time when the ACCESS underwent a standards setting process to better align its language proficiency scoring scale with the expectations of college- and career-ready standards. After the standards setting, a smaller percentage of English learner students in New Mexico attained English proficiency and were reclassified each year. At the same time, students who scored near the English proficiency level required for reclassification performed above the statewide average in English language arts and math and were more likely to meet state content proficiency standards. However, the study found no effects of reclassification on student achievement either before or after the ACCESS standards setting. In addition, the study found no effect of reclassification on next-year English language arts and math achievement among most groups of students with different characteristics and among most districts in the study. Leaders at the New Mexico Public Education Department could use the findings of this study to consider maintaining the current reclassification threshold. In addition, the state and its districts might want to identify opportunities to strengthen the supports provided to English learner students. This could begin by collecting more systematic information on the education services and supports that English learner students receive leading up to and after they attain English proficiency. [For the Study Snapshot, see ED622076. For the appendixes, see ED622078.]
Effects of Reclassifying English Learner Students on Student Achievement in New Mexico. REL 2022-138. Study Snapshot
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: English Language Learners,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Language Proficiency,Language Arts,Academic Achievement,Mathematics Achievement,Classification,Student Characteristics,Public Education,Language Fluency,Academic Standards,Racial Differences,Ethnicity,Gender Differences,School Districts

This Study Snapshot highlights key findings from a study that examined how attaining English proficiency and being reclassified as fluent English proficient affected achievement in English language arts and math in the first year after student reclassification in grades 3-8 in New Mexico. New Mexico established a state-level policy that requires English learner students to achieve an overall English proficiency level score of 5.0 or higher on the ACCESS for ELLs (ACCESS) assessment in order to be reclassified. The Regional Educational Laboratory Southwest English Learners Research Partnership wanted to understand whether the score threshold for reclassification appropriately identifies New Mexico students who have attained English proficiency. [For the full report, see ED622075. For the appendixes, see ED622078.]
Effects of Reclassifying English Learner Students on Student Achievement in New Mexico. REL 2022-138. Appendixes
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-09-00
Type: Reports - Research
Subjects: English Language Learners,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Language Proficiency,Language Arts,Academic Achievement,Mathematics Achievement,Classification,Student Characteristics,Public Education,Language Fluency,Academic Standards,Racial Differences,Ethnicity,Gender Differences,School Districts

The &quot;Effects of Reclassifying English Learner Students on Student Achievement in New Mexico&quot; study examined being reclassified as fluent English proficient and achievement in English language arts and math in the first year after student reclassification. The study focused on achievement among English learner students in 2014/15-2018/19 in New Mexico. The New Mexico Public Education Department provided student-level administrative data on student English language proficiency, student English language arts and math achievement, and demographic characteristics through a data-sharing agreement with the Regional Educational Laboratory Southwest. This document presents the following three appendixes that accompany the study: (1) Methods; (2) Supporting tables; and (3) Supplemental analyses. [For the full report, see ED622075. For the Study Snapshot, see ED622076.]
Provision of GCSE Subjects 2018. Statistics Report Series No. 127
Author: Gawedzka, Gosia
Date: 2022-04-11
Type: Reports - Research
Subjects: Exit Examinations,Secondary School Students,College Entrance Examinations,Foreign Countries,Institutional Characteristics,Academic Achievement,Single Sex Schools,Disadvantaged Schools,Gender Differences,School Size,Incidence,Intellectual Disciplines

This Statistics Report is the third in a new series produced by the Research Division at Cambridge University Press and Assessment, using publicly available school performance data from the Department for Education (DfE). The aim of the new series is to provide a continuation of the Statistics Reports that were previously produced using National Pupil Database (NPD) data which has become more difficult and time-consuming to access. This report is focused on the provision of General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE/International GCSE) subjects in England in 2018. The data were downloaded from the DfE's &quot;Find and compare schools in England&quot; service, and consisted of Key Stage 4 (KS4) results at a school level in all subjects in schools and colleges in England, as well as school characteristics such as school gender, admissions policy, and the number of disadvantaged pupils at the end of KS4. In this report the level of provision is presented by different school classifications: school type, school attainment, school gender, school size and school deprivation level. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. [For &quot;Provision of GCSE Subjects 2017. Statistics Report Series No. 122,&quot; see ED622066. For the second report in the new series, &quot;Uptake of GCSE Subjects 2019. Statistics Report Series No. 126,&quot; see ED621954.]