ethanporcaro/eric-fulltext-meta huggingface dataset:
Readiness Matters: 2019-2020 Kindergarten Readiness Assessment Report
Author: Maryland State Department of Education
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: School Readiness,Child Development,Access to Education,Early Intervention,Poverty,At Risk Students,Kindergarten,Racial Differences,Ethnicity,English Language Learners,Preschool Education,Child Care,Language Skills,Emergent Literacy,Social Development,Physical Health,Psychomotor Skills,Child Behavior,Screening Tests,Economically Disadvantaged,Mathematics Skills,Counties,Gender Differences,Family Income,Students with Disabilities

In Maryland, one way children's wellbeing is measured is by looking at the data from the Kindergarten Readiness Assessment (KRA). While the data can illustrate how children perform on various indicators across literacy, math, social-emotional development and physical well-being, it's really a reflection of the &quot;readiness&quot; of Maryland communities, families, schools, and early childhood programs to prepare children for the future. This year, the state held steady at 47% of the students demonstrating readiness to engage in the kindergarten curriculum, although many local jurisdictions showed real progress. Last spring, Maryland conducted a comprehensive statewide needs assessment, including 18 town hall meetings across the state, 17 regional focus groups, and several surveys. Some of the key findings were: (1) Many Marylanders experience limited access to early childhood education services, especially vulnerable families including families of children with special needs, families of English learners, immigrant families, low-income families and families living in rural areas; (2) Families struggle to navigate the early childhood system, and parents often do not know about programs and services available to them, including critical mental health services; and (3) Early education professionals experience access barriers to teacher preparation and professional development programs which leads to a shortage of a qualified workforce across the state. Based on these and other results from the needs assessment, the state is finalizing its five-year prenatal-to-age-eight strategic plan to ensure that families, communities, and Maryland's schools and early childhood programs have the resources they need to support children's success. [For &quot;Readiness Matters: The 2018-2019 Kindergarten Readiness Assessment Report,&quot; see ED604311.]
Report of the MLA Task Force on Ethical Conduct in Graduate Education. Updated
Author: Modern Language Association of America
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Ethics,Professional Associations,Second Language Learning,Second Language Instruction,Social Bias,Masters Programs,Graduate Students,Mental Health,Health Services,Family Work Relationship,College Faculty,Student Centered Learning,Caring,Teacher Student Relationship,Work Environment,Networks,Academic Advising,Professional Development,Career Guidance,Professionalism,Financial Support,Advisory Committees,Student Surveys,Bullying,Sexual Harassment,Educational Environment,Employment Opportunities

The report of the MLA Task Force on Ethical Conduct in Graduate Education calls on administrators, departments, and faculty members to embrace &quot;student-centered graduate education informed by an ethics of care.&quot; To confront long-standing issues in graduate education--such as precarity, bias and favoritism, harassment, mental health, faculty members' lack of responsiveness, and workplace exploitation--the report makes nine recommendations: (1) Institute forms of collaborative or networked advising; (2) Categorically reject all forms of sexual harassment and discriminatory behavior; (3) Promote transparency to reduce bias and favoritism; (4) Establish clear rules for faculty members' responsiveness; (5) Offer graduate students professional training without exploiting them; (6) Provide professionalization opportunities and career guidance in line with the realities of the academic job market; (7) Meet the distinctive professional needs and welfare of master's students; (8) Provide mental health services and supports for work-life balance for graduate students; and (9) Within institutional constraints, strive to provide all graduate students with funding that enables them to live without taking on outside work. [This web publication was prepared by the MLA Task Force on Ethical Conduct in Graduate Education. For the previous version, see ED608440.]
Basic Facts about Low-Income Children: Children under 9 Years, 2019
Author: Koball, Heather
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Low Income Groups,Young Children,At Risk Persons,Poverty,Family Income,Age Differences,Racial Differences,Ethnicity,Immigrants,Family Characteristics,Employment Level,Employed Parents,Parent Background,Educational Attainment,Geographic Regions,Housing,Energy,Preschool Education,Health Insurance,Welfare Services,Nutrition

Among all children under 18 years in the US, 38 percent live in low-income families and 17 percent-- approximately one in five--are poor. This means that children are overrepresented among our nation's poor; they represent 23 percent of the population but comprise 32 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. Young children--those under age 9 years--appear to be particularly vulnerable, with 40 percent living in low-income families, including 18 percent living in poor families. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children's experiences of economic insecurity. This fact sheet highlights disparities in young children's experiences of economic insecurity by race, geography, and other factors.
Assessment Measures for English as a Second Language Students in College: Summary of Relevant Literature
Author: Rassen, Elisa
Date: 2021-02-00
Type: Information Analyses
Subjects: Community Colleges,Two Year College Students,Student Evaluation,Evaluation Methods,Student Placement,English Language Learners,Writing Evaluation,Essays,Questionnaires,English (Second Language),Language Tests,Second Language Learning,Advanced Placement Programs,Transcripts (Written Records)

With the recent implementation of Assembly Bill (AB) 705, assessment and placement practices for math and English have taken center stage in many California Community Colleges. However, it is just as important to develop an understanding of how best to assess and place English language learner (ELL) students as well. In February 2019, the Research and Planning Group for California Community College's (RP Group's) Multiple Measures Assessment Project (MMAP) team partnered with the California Community Colleges Chancellor's Office (CCCCO) to conduct an overview of the various types of assessments used for English as a Second Language (ESL) courses and programs. In mining the literature to incorporate into this report, the MMAP team reviewed and selected dozens of scholarly articles addressing placement methods for ELL students. This summary presents the latest findings with respect to the following primary strategies used to assess and place ELL students: (1) Writing samples and essays; (2) Guided/Directed self-placement; (3) Questionnaires; (4) The Test of English as a Foreign Language (TOEFL); and (5) International Baccalaureate (IB) program transcripts. This report provides an overview of the research on these key strategies, highlighting aspects of each such as what has been found effective, what is challenging, and what community colleges should know if they are seeking to implement one or more of these approaches.
Graduation and Dropout Information Handbook, 2020-2021. Updated
Author: Kansas State Department of Education
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Dropout Rate,High School Graduates,Cohort Analysis,Computation,Withdrawal (Education),High School Students,Transfer Students,Home Schooling,Private Schools,Students with Disabilities,Public Schools

The Kansas Graduate and Dropout Handbook provides a comprehensive overview of how the Kansas State Department of Education (KSDE) calculates and reports the Adjusted Cohort Graduation and Annual Dropout Rates. Sections include: (1) Introduction; (2) Terminology; (3) Data Sources; (4) Kansas Individual Data on Students (KIDS) Reports; (5) Public Uses of Data; (6) Graduation Calculations; (7) Dropout Calculation; and (8) Dropout Graduation Summary Report.
Profiles of Teacher &amp; Child Talk during Early Childhood Classroom Shared Book Reading
Author: Zucker, Tricia A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Profiles,Teacher Student Relationship,Early Childhood Teachers,Reading Aloud to Others,Preschool Children,Literacy,Reading Instruction,Teaching Methods

Although shared book reading is an extensively studied activity with young children, limited research has focused on typical, holistic patterns of teacher--child interactions during this routine classroom activity. This study sought to describe profiles of teacher talk during shared book reading in 98 pre-kindergarten and kindergarten classrooms. We also considered how identified profiles predicted a subset of students'(n = 300) end-of-year language and literacy performance. Video recordings of teacher-child interactions during reading of a narrative text were transcribed and analyzed for the timing, content, and form of utterances. Results of latent profile analysis revealed three distinct teacher profiles of talk during book reading that we termed: Moderate Comprehenders (MC, 68% of sample), Discuss &amp; Reflect Comprehenders (DRC, 19%), and Preview &amp; Discuss Comprehenders (PDC, 12%). These profiles differed most in the timing(e.g., before versus after reading for PDC and DRC, respectively) and content of talk (e.g., low- versus high-cognitive demand topics for MC vs. PDC/DRC). The less common DRC and PDC teacher profiles were associated with higher amounts of child talk and more elaborate child utterances within the reading session. However, no teacher profiles or features of teacher/child utterances during this one reading session predicted children's gains in language and literacy skills across the school year. Notably, the first profile in the present study differed from a past, seminal study of shared reading; however, the other two profiles were similar to earlier work on holistic styles of shared reading.
Bidirectional and Co-Developing Associations of Cognitive, Mathematics, and Literacy Skills during Kindergarten
Author: Cameron, Claire E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Academic Ability,Executive Function,Spatial Ability,Kindergarten,Mathematics Skills,Reading Skills,Writing Skills,Perceptual Motor Coordination,Visual Perception,Grade 1,Emergent Literacy,Achievement Gains,Word Recognition

This study of children from two U. S. states examined associations among four cognitive and academic skills: executive function (EF), visuo-motor integration, mathematics assessed with applied problems, and letter-word knowledge. Before (T1) and after (T2) kindergarten, children (N=555) were assessed using the Head-Toes-Knees-Shoulders (HTKS) EF task, the Beery-Buktenica test of Visuo-motor Integration (Beery VMI), and Woodcock-Johnson subtests of Applied problems and Letter-word identification. Bidirectional analyses showed that all T1 skills predicted at least one other skill, with T1 HTKS and T1 Applied problems predicting all skills. In addition, improving from T1 to T2 in Applied problems was associated with improvements in all skills using random effects analyses, based on differences between children nested in kindergarten classrooms. This overall pattern of results was confirmed using fixed effects analyses, which examined only within-child variability. We conclude that multiple skills undergird early mathematics learning and vice versa.
Principles of Equitable Schools
Author: The Center for Learner Equity
Date: 2020-06-21
Type: Reports - Descriptive
Subjects: Equal Education,Access to Education,Educational Principles,Standards,Students with Disabilities,Educational Policy,Educational Legislation,Federal Legislation,Inclusion,Educational Quality,Partnerships in Education,Accountability,Institutional Autonomy,Educational Resources

The Equity Coalition supports the right of students with disabilities to exercise choice as they explore their educational options; it is also essential that all school options uphold civil rights and ensure equitable access. In line with this commitment, the Equity Coalition proposes the following principles as a standard by which school options should be assessed by parents, policymakers, and other stakeholders. Through this articulation of the essential elements possessed by an equitable school, the aim is to establish core principles that should be upheld by any school enrolling students using public dollars. The role of policy is to support these elements and to ensure that schools uphold them, while acknowledging that districts have broader responsibilities under the Individuals with Disabilities Education Act (IDEA). With one unified voice, the Equity Coalition offers the following as &quot;Principles of Equitable Schools,&quot; which will collectively preserve and promote access and quality for all students: (1) Accessibility; (2) Inclusion; (3) Quality; (4) Collaboration; (5) Accountability; (6) Autonomy and Flexibility; and (7) Resources. [This report was created by the Center for Learner Equity's Equity Coalition.]
Challenges for Achieving Learning Outcomes of Languages and Communication Curriculum Area in Primary Education in Kosovo
Author: Ismajli, Hatixhe
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Educational Change,Curriculum Development,Teaching Methods,Learning Processes,Outcomes of Education,Barriers,Teacher Attitudes,Positive Attitudes,Teacher Collaboration,Information Technology,Textbooks,Educational Improvement,Accountability,Language Teachers,Gender Differences,English (Second Language),Indo European Languages,Communicative Competence (Languages)

The education system in Kosovo is in the phase of implementing the curricular reforms which aim at changing the teaching and learning approach. The new curriculum is a necessary innovation in pre-university education system and it has already started to be implemented in all schools in Kosovo, faces many difficulties, especially in achieving learning outcomes in some curricular areas. This research aims at analyzing the obstacles and challenges in achieving results in the Languages and Communication area and to recommend appropriate ways to facilitate its implementation. The representative group consists 75 teachers who work in five primary schools in Kosovo while the data is collected through a questionnaire for teachers. The research findings show that most teachers have sufficient knowledge and have positive attitude towards new curriculum. Challenges arising from this process are: insufficient knowledge of the new curriculum, inadequate cooperation among the teachers, lack of ICT and supporting materials in schools, difficulties in planning the learning results, and non-regular monitoring of teachers, textbook compliance with the principles and requirements of the new curriculum The development of competences and the improvement of results in this area can be achieved through changing educational policies as well as monitoring and accountability of teachers.
Evidence-Based Storytelling in Assessment. Occasional Paper No. 50
Author: Jankowski, Natasha
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Evidence Based Practice,Story Telling,Educational Assessment,Student Evaluation,Models,Persuasive Discourse

In the field of education, we bump constantly into buzzwords, pass unclear phrases in the hall, and greet acronyms as good friends. Yet rarely is it that we unpack or critically examine what is meant when phrases are uttered. What does it actually &quot;mean&quot; to &quot;enhance institutional effectiveness&quot;? To &quot;foster synergy&quot;? To &quot;improve student learning&quot;? In the field of assessment, there is a stated desire for &quot;more use of assessment results,&quot; to &quot;close the loop.&quot; There is agreement that the purpose and intention for engaging in assessing student learning is to ultimately &quot;improve student learning&quot; but there is no clear framework for what &quot;improving student learning&quot; entails or what it means to &quot;close the loop.&quot; However, there does seem to be agreement that whatever &quot;use&quot; might mean, there is not enough of it happening let alone with regularity (Kuh et al., 2015). This paper provides an overview of an alternative conception of use through the lens of evidence-based storytelling--an approach that has been used at the National Institute for Learning Outcomes Assessment (NILOA) to refine and encourage evidence-based stories in assessment (Jankowski &amp; Baker, 2019). This occasional paper serves two main purposes: to re-examine what is meant by use of assessment results and to unpack evidence-based storytelling and its connection to assessment.
Fiscal Year 2013 Technical Assistance Summary Report of the On-Site Visit to Michigan Rehabilitation Services and Bureau of Services for Blind People
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2013-06-24
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,Program Evaluation,Technical Assistance,State Agencies,Supported Employment,Independent Living,Administrative Organization,Blindness

The Rehabilitation Services Administration (RSA) conducted an on-site technical assistance (TA) visit with the two Vocational Rehabilitation (VR) agencies in Michigan, Michigan Rehabilitation Services (MRS) and the Bureau of Services for Blind Persons (BSBP), from May 7-9, 2013, for the purpose of assessing the implementation of the reorganization of the VR, Supported Employment (SE), and Independent Living (IL) programs. Specifically, the visit addressed the following areas: (1) non-delegable duties of the designated State unit (DSU); (2) centralization of functions from the DSU to the designated State agency (DSA); (3) impact of the reorganization on VR service delivery; (4) status of VR agency resources and potential impact on order of selection (OOS); (5) State Rehabilitation Council (SRC) structure, status and placement of SRC staff, and resource plan; and (6) BSBP's advisory commission responsibilities and relationship with the SRC. In preparation for the on-site visit, RSA conducted telephone discussions with representatives of MRS, BSBP, Michigan Department of Licensing and Regulatory Affairs (LARA), the Client Assistance Program, the State Rehabilitation Council, and the BSBP Advisory Commission regarding TA areas to be addressed during the onsite. In addition, RSA reviewed relevant documents, including Michigan executive orders related to the reorganization, organizational charts, SRC budget, SF-425 reports, and VR and IL State Plans. RSA conducted separate meetings with both DSUs and their respective DSAs, as well as one joint session with both DSUs and DSAs on the SRC, which is common to both DSUs. The summary herein, addresses both DSUs. The TA summary includes relevant background information; a description of the on-site activities; a description of the TA provided; and next steps.
School Grades: Understanding and Updating School Grades for Florida&apos;s Future. inBRIEF. Issue 6, Spring 2014
Author: Jacksonville Public Education Fund (JPEF)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Grades (Scholastic),Grading,Scoring Formulas,Student Evaluation,Academic Standards,Computation,Models,Common Core State Standards

School grades were introduced in Florida in 1999, the first such A-F model for reporting on school accountability in the nation. The purpose of school grades was to make it easy for parents and citizens to understand and compare how schools were performing academically, and to compel low-performing schools to improve. Since then, the A-F grades have been the consistent standard system for measuring school performance results in Florida. However numerous changes in the standards, tests, and even the formula used to calculate school grades over this time has caused much confusion -- and occasionally mistrust -- over what these grades actually mean. In the coming year, Florida will be implementing new standards and adopting new assessments that will require elements of the school grades formula to be changed once again. Rather than continuing to make piecemeal, disconnected adjustments whenever circumstances like this arise, Florida should take this opportunity to conduct a top-to-bottom review of the school grading system. By identifying what has worked well in the past, how students' needs may change in the future, and what else should be updated, state decision-makers can make sure that the system is more stable, consistent and meaningful moving forward. This brief takes a closer look at how the school grades calculation formula works, identifies the sources of some of the most prominent issues of confusion in recent years and offers suggestions for how to address these issues now to avoid further problems down the road.
Grand Challenges in Assessment: Collective Issues in Need of Solutions. Occasional Paper No. 47
Author: Singer-Freeman, Karen
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Higher Education,College Outcomes Assessment,Innovation,Budgeting,Equal Education,College Students,Self Evaluation (Individuals),Portfolio Assessment,Instructional Improvement,Data Use,Change,Data Analysis,Communication (Thought Transfer)

A number of national and international organizations have compiled lists of grand challenges to unify the efforts of scholars and practitioners in a field. Unified efforts increase the possibility of creating meaningful and lasting progress. In this paper we share ten grand challenges that were identified through an examination of the assessment literature and a national survey. Each of the grand challenges are described. The four challenges which were identified as being of greatest concern to the assessment community are currently being addressed by the Grand Challenges in Assessment Project for possible collective solutions.
Patching the Pipeline: Addressing Teacher Satisfaction and Retention in Duval County. inBRIEF. Issue 5, Spring 2013
Author: Jacksonville Public Education Fund (JPEF)
Date: 2013-00-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Persistence,Job Satisfaction,Faculty Mobility,Educational Trends,Teacher Characteristics,Racial Differences,Gender Differences,Intention,Teacher Salaries,Noninstructional Responsibility,Career Development,Professional Autonomy,Accountability

This brief takes takes a look at the state of the new teacher pipeline in Duval County by examiningplacement, movement and retention patterns of over 2,000 new teachers over the pastten years. Findings show that Duval County is losing on average about one of every two newteachers hired within the first five years of their employment. Only about 34% of new teachers hired since 2003 were still in the same school they started at five years later, while another 15% were still in the district but at a different school. This type of turnover has a real impact on both the academic and financial well-being of the district. Research has shown the largest gains in teacher effectiveness tend to occur in the first 3-5 years of teaching experience, and the recruitment, induction and training costs of replacing departing teachers typically runs in the millions of dollars per year for urban districts.