ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Integrated Data Systems to Improve Case Management and Develop Predictive Modeling Tools. Case Study 4
Author: Auspos, Patricia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Prediction,Models,Data Use,Databases,Case Studies,Caseworker Approach,Caseworkers,At Risk Persons,Child Welfare,Health Services,Decision Making,Outcome Measures,Children,Program Improvement,Case Records

Integrated data systems are often used to inform decision making at the top tiers of local or state government. Policymakers use analyses based on large numbers of integrated data system (IDS) records (from which personal identifying information has been removed) to understand the overlap between cases that receive services from different systems and the impact of one system's policies and programs on the outcomes in another. This information helps government officials make smarter decisions about the policies and programs they manage and improve client outcomes. One approach to packaging this information in a way that is readily accessible, easy to interpret and useful for caseworkers is using predictive analytics to develop tools that help caseworkers target scarce resources to those who need them the most and identify the individuals and families who are most at risk. Predictive risk modeling examines large amounts of de-identified data on client characteristics, service receipt and outcomes to determine past patterns in order to predict future outcomes. The human services departments in Allegheny County, Pennsylvania, and Washington state are leaders in sharing IDS data with service providers and developing predictive modeling tools for frontline case managers. This case study describes their innovative approaches, their influence on decision making on the ground and their contribution to improved outcomes for vulnerable children and families.
The Relationship between Women&apos;s Education with Women&apos;s Labor Participation and National Income: A Research on G20 Countries
Author: Karakütük, Kasim
Date: 2019-00-00
Type: Journal Articles
Subjects: Womens Education,Labor Force,Employed Women,Income,Cross Cultural Studies,Educational Attainment,Foreign Countries,Social Indicators,Outcomes of Education,Equal Education

The purpose of this research is to reveal the relationship between women's education, women's labor force participation and national income in G20 countries. The relationships between women's education, women's labor force participation and national income were analyzed by the panel data analysis method for the G20 countries for the period 1997-2018. Stability of series were tested by &quot;Fisher ADF&quot; and &quot;Fisher PP&quot; panel root tests and the series were determined to be I (1). Pedroni (2004) was used to test the existence of cointegration relationships between the series. The series were found to be cointegrated. The long- and short-term relationships of the series were analyzed by the Panel DOLS method and it is determined that the increase of female schooling level increase the female labor force participation rate, increase of female schooling level and female labor force participation rate increase the per capita (real) national income. A two-way causality relationship was found between the ratio of women in higher education and national income per person. In addition, two-way causality relations between women's labor force participation rates and schooling rates at all levels of women were determined. In the study, it is concluded that in G20 countries, women's schooling rate increases the women's participation in the labor market and increases of women's schooling rate and female employment increase the national income per capita in countries.
Unleashing Teacher Leadership: How Formal Teacher Leader Roles Can Improve Instruction. Teach Factor Report
Author: National Institute for Excellence in Teaching (NIET)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Teacher Role,Leadership Role,Teacher Responsibility,Accountability,Educational Improvement,Teacher Characteristics,Leadership Qualities,Faculty Development,Teacher Empowerment,Financial Support,Board of Education Role,Released Time

Policymakers and education system leaders who invest in formal instructional teacher leadership need to carefully consider how to do so in ways that will best sustain teacher leadership and maximize its benefits for instruction and learning. This report outlines how giving teacher leaders responsibility, accountability, and authority to drive instruction can accelerate student learning. In this report, the National Institute for Excellence in Teaching (NIET) offers ten recommendations for maximizing investments in formal instructional teacher leadership roles: (1) Design formal teacher leadership responsibilities to encompass all of the main schoolwide systems for improving instruction; (2) Leverage teacher leadership to create coherence across major instructional improvement initiatives; (3) Establish multiple, interconnected leadership positions to increase opportunity, reach, and impact; (4) Emphasize that formal instructional teacher leadership roles enhance, rather than limit, opportunities for all staff to engage in leadership; (5) Select teacher leaders who have the right set of accomplishments, skills, and dispositions to succeed; (6) Provide teacher leaders with training and ongoing support focused on specific job responsibilities; (7) Empower teacher leaders by adopting common tools and protocols, including a research-based instructional framework or rubric; (8) Create and protect release time during the week for teacher leaders to lead, and give them enough time to build trust and long-term relationships that enable success; (9) Make more strategic use of existing resources to fund formal teacher leadership positions; and (10) Place teacher leaders at the school level, but expect districts to play a key role in sustaining and leveraging teacher leadership for maximum impact.
Guidelines for Serving Students with Emotional Disturbance in Educational Settings
Author: North Dakota Department of Public Instruction
Date: 2016-09-26
Type: Reports - Descriptive
Subjects: Guidelines,Emotional Disturbances,Students with Disabilities,Individualized Education Programs,Equal Education,Educational Legislation,Federal Legislation,Eligibility,Disability Identification,Evaluation Methods,Evidence Based Practice,Incidence,Evaluation Criteria,Symptoms (Individual Disorders),Academic Achievement,Comorbidity,Early Intervention,Behavior Problems,Screening Tests,Referral,Student Evaluation,Check Lists,Special Education,Student Placement,Behavior Modification

The number of students identified under the Individuals With Disabilities Education Act (IDEA) with an emotional disturbance (ED) has remained remarkably stable over the last 30 years. During this time, approximately 1% of the school-aged population has been identified as disabled under the criteria set forth in IDEA (Kim, Forness, &amp; Walker, 2012). When looking at all students served in special education under IDEA, students with ED comprise roughly 6% of the total population. From approximately 2003-2012, the trend in identification actually showed a decrease in the number of students identified as having ED (National Center for Educational Statistics, 2015). If this is true, why do schools feel increasing pressure to effectively address students' emotional and behavioral needs? In North Dakota, the December 2015 Child Count revealed that 6% of all students identified as having a disability under IDEA were found to be eligible under the category of emotional disturbance. The trend in North Dakota has shown a slight increase in the number of students identified with ED in recent years, but overall this population has remained stable.The Guidelines for Serving Students with Emotional Disturbance in Educational Settings is intended to serve as a resource for Individualized Education Plans (IEP) teams looking to comprehensively address the needs of this population of students. The purpose of these guidelines is to: (1) Update previous guidance on serving students with ED; (2) Clarify eligibility criteria for ED to promote consistent understanding and application in identification practices; (3) Promote consistency in evaluation procedures that are culturally sensitive and non-biased, and yield results that assist with determining eligibility and the development of effective educational programming; (4) Provide suggestions to school-based practitioners on evidence-based practices and strategies to improve academic and behavioral outcomes for students with ED; (5) Provide guidance to IEP teams on placement procedures, which include a focus on necessary supports and services in the least restrictive environment (LRE); and (6) Identify state and national resources for educators that support school-based programming, as well as family and community supports that will contribute to improved outcomes for students with ED.
Pathway to Success: KIPP Columbus Takes Seriously Its Mission to Send Kids to and through College
Author: Thomas B. Fordham Institute
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Nonprofit Organizations,College Preparation,African American Students,Low Income Students,Poverty,Academic Achievement,Outcomes of Education,Charter Schools,Profiles,High Achievement,Immigrants,First Generation College Students

KIPP Columbus achieves extraordinary outcomes for its students, predominantly students in poverty and students of color. Led by Hannah Powell and a visionary board, the school has a rare knack for forging powerful partnerships at every turn--ones that strengthen KIPP students, their families, and the entire community near its campus. We invite you to read this profile of Steve, a KIPP graduate, an immigrant and first-generation college student now attending Vanderbilt University. Steve's entire family has been uplifted by the school and his story shows powerfully what is really possible in a high-quality charter school. [Foreword by Jamie Davies O'Leary.]
Pathway to Success: DECA Prepares Students for Rigors of College, Realities of Life
Author: Belcher, Ellen
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Charter Schools,High Schools,Urban Schools,School Effectiveness,High School Students,College Preparation,Student Characteristics,Institutional Characteristics,Student School Relationship

There is no more compelling case for high-quality school choice than hearing about the life-changing impact it has had on students and their families. In this instance, that choice comes in the form of a charter high school: the Dayton Early College Academy (DECA), an island of excellence in one of Ohio's poorest and most academically challenged districts. Ninety-five percent of its students are non-white, and three out of four are economically disadvantaged; yet 98 percent of DECA's students were proficient on the reading portion of the Ohio Graduation Test, and 100 percent were in math, compared to 67 percent and 57 percent for Dayton Public. The college attendance and completion rates further set it apart as a model of urban high school success. The unique opportunities and supports it provides to students--both academic and personal--are showcased briefly in this report through the story of Khadidja Diouf, an inspiring young woman whose future is so bright, it nearly blinds. Her experience in an excellent charter school has helped forge a very different future than the one facing many of her urban peers. Her story can remind readers that student voices are vital in day-to-day reform conversations and that it is worth fighting for expectation-shattering, odds-defying charter schools like hers.
National Indian Education Study 2015: A Closer Look. NCES 2019-048
Author: Rampey, B. D.
Date: 2019-05-00
Type: Reports - Research
Subjects: American Indian Education,American Indian Students,Alaska Natives,Grade 4,Grade 8,Mathematics Achievement,Reading Achievement,High Achievement,Low Achievement,National Competency Tests,Self Concept,American Indian Languages,American Indian Culture,Aspiration,Influences,Elementary School Students,Secondary School Students

The National Indian Education Study (NIES) is designed to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education's Office of Indian Education. This follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES: (1) What contextual factors are associated with higher- and lower-performing AI/AN students on NAEP mathematics and reading assessments?; and (2) How do AI/AN students see themselves in terms of their Native languages, culture, and aspirations for the future? First, the report examines various factors associated with AI/AN students who performed at or above the 75th percentile and below the 25th percentile (i.e., &quot;higher-performing&quot; and &quot;lower-performing&quot; AI/AN students). Second, the report explores results derived from the combination of multiple related survey questions (i.e., composite variables) centered around Native language exposure, knowledge and interest in Native cultures, and academic engagement and expectations. The results presented in this report are focused on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population--low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), or Bureau of Indian Education (BIE) schools. [NIES is directed by NCES and carried out by Educational Testing Service, Pearson Educational Measurement, American Institutes for Research, Westat, and Fulcrum. Additional support in the development of this report was provided by CRP, Inc. For the first version of this study &quot;National Indian Education Study 2015: American Indian and Alaska Native Students at Grades 4 and 8. NCES 2017-161,&quot; see ED572961.]
Parent and Educator Guide to School Climate Resources
Author: Office of Elementary and Secondary Education (ED)
Date: 2019-04-10
Type: Guides - Non-Classroom
Subjects: Educational Environment,School Safety,School Policy,Discipline Policy,Suspension,Intervention,Evidence Based Practice,Positive Behavior Supports,Resources,Federal Government,Government Role,Technical Assistance,Planning,Grants,Elementary Secondary Education,At Risk Students

Tragic events in recent years underscore the need for school to be a safe and positive learning environment for every student. In the absence of a safe and positive learning environment, a student may feel disconnected, disregard consequences, and engage in bullying or other destructive behaviors. These conditions can foreshadow acts of violence or criminality. However, through dedicated attention and strategic effort, school can remain a positive, supportive place in which every student feels safe, welcome, and connected. The U.S. Department of Education has created this Guide to help those closest to students--parents, classroom teachers, school leaders, and others--to create and maintain a safe and positive learning environment for all. The purpose of the Guide is to provide general information about the concept of school climate improvement, suggestions for leading an effective school climate improvement effort, and additional resources for those interested in more information.
Gangs in Schools: Responding to Gangs in Schools--A Collaborative Approach to School Safety. Gangs in Schools Bulletin
Author: National Gang Center (NGC)
Date: 2019-03-00
Type: Guides - Non-Classroom
Subjects: Juvenile Gangs,School Safety,Law Enforcement,Police School Relationship,School Administration,Administrator Role,Prevention,Intervention,Responses,Identification

This guide from the National Gang Center is designed to provide schools and law enforcement with sound practices and collaborative techniques to identify, assess, and address gang activity in the school setting. [The National Gang Center (NGC) is managed by the Institute for Intergovernmental Research (IIR).]
Child Care and Development Fund (CCDF). Report to Congress FY 2016 and 2017
Author: Administration for Children and Families (DHHS), Office of Child Care
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Block Grants,Child Care,Federal Aid,Grants,Family Programs,Federal Programs,Welfare Services,Statewide Planning,Tribes,Expenditures,Program Administration,Program Implementation,Technical Assistance,Early Childhood Education,Access to Education,Educational Quality,Partnerships in Education,Children,Educational Improvement,Educational Finance,Emergency Programs,Child Caregivers,Safety

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant (CCDBG) Act, as amended. The report provides information about the role of the Child Care and Development Fund (CCDF), which is authorized under the CCDBG Act. This report covers fiscal year (FY) 2016 and (FY) 2017. The data and analysis contained in this report are from a variety of sources, including preliminary administrative data about children and families receiving CCDF services. Some data was not yet available at the time this report was drafted in accordance with the statutory submission deadline, but that data will be posted online. This report to Congress includes highlights of CCDF program activities, information on activities states and territories are implementing to improve the quality of child are across the country, and an overview of the Administration for Children and Families' technical assistance and research projects related to child care. [For &quot;Child Care and Development Fund (CCDF). Report to Congress FY 2014-2015,&quot; see ED591074.]
Maximizing Credit Accrual and High School Completion for Homeless Students. Updated. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: High School Graduates,Homeless People,Credits,Barriers,At Risk Students,Intervention,Elementary Secondary Education,Educational Legislation,Federal Legislation,Dropout Prevention,School Districts,State Departments of Education,Academic Achievement,Accountability,Disadvantaged Schools,School Activities,Enrollment,Policy Formation

Nearly half of students who drop out do so as a result of adverse conditions in the school, while 37% of dropouts are pulled out of school by challenges like financial worries, family needs, or employment. Only 14% of dropouts did so for reasons that can be described as failing out of school due to a lack of interest or academic progress (Doll, Eslami, &amp; Walters, 2013). In light of this information, students experiencing homelessness are at particularly high risk for quitting school before graduation. Fortunately, the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) and Title I of the Elementary and Secondary Education Act (ESEA) are designed to improve those odds by providing educational opportunities and supports for students. The McKinney-Vento Act contains several provisions that can reduce dropout rates by helping students remain in school and stay on track. First, the law requires that homeless students who move be immediately enrolled at either the school of origin or the local attendance area school, based on the student's best interest (McKinney-Vento Act section 722(g)(3)(B)). A local education agency (LEA) is required to presume that keeping a homeless student in the school of origin is in his or her best interest, unless remaining in the school of origin goes against the wishes of parents, guardians, or unaccompanied youth (McKinney-Vento Act section 722(g)(3)(B)(i)). In addition to preventing students from dropping out of school, the enrollment provisions in the McKinney-Vento Act are critical for homeless students as high mobility and seat-time policies often cause students to lose valuable classroom time necessary to earn credits. LEA plans under Title I of the ESEA must be designed in coordination with other laws, including the McKinney-Vento Act and the Individuals with Disabilities Act. Requirements for LEA Title I plans provide homeless liaisons with the opportunity to engage in conversations with district leadership, Title I directors, families, unaccompanied homeless youths, and other stakeholders about the challenges faced by homeless students in all areas of education, but in relation to barriers to credit accrual in particular.
Head Start Facilities Report, Fiscal Year 2015
Author: Administration for Children, Youth, and Families (DHHS), Office of Head Start
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Early Intervention,School Readiness,Child Development,Educational Facilities,Educational Facilities Improvement,Costs,Safety,Health,Educational Environment,Accident Prevention,School Safety,Child Care Centers,Classrooms

Head Start promotes school readiness by enhancing the physical, social, and cognitive development of children through educational, health, nutritional, social, and other services. Head Start centers are where services are provided in communities that are generally lacking infrastructures that support early learning. As a result, it is imperative that Head Start provides high quality facilities to children and their families to set a foundation for success. Data on Head Start centers observed in Fiscal Year (FY) 2015 monitoring reviews indicate that many Head Start centers are older buildings. Over half of the centers were reported to have been built before 1990 with over a third reported to have been built before 1970. Less than half of the monitored centers built before 1970 have been renovated. The average age of the centers is approximately 40 years old with the oldest center reported as 176 years old. Most Head Start centers appear to be suitable, sustainable, and functional. Some observed buildings have issues that are expected in older buildings, such as poorly maintained or unclean environments and safety code issues (e.g., fire safety). Age and weather pose challenges, including weatherization, deterioration, structural defects, and maintenance of playground safety. Due to the age of the centers and the fact that exposure to weather compounds problems, it is expected that the conditions will worsen over time. Additional funding for maintenance and repair, renovation, and some new construction would support Head Start grantees' efforts to maintain centers suitable for providing Head Start services.