ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Preschool-Aged Dual Language Learners&apos; Language Use: From a Functional Approach. WCER Working Paper No. 2016-1
Author: Kim, Ahyoung Alicia
Date: 2016-03-00
Type: Reports - Research
Subjects: Preschool Children,Preschool Education,Second Language Learning,Bilingual Students,English (Second Language),Video Technology,Oral Language,Language Skills,Language Usage,English for Academic Purposes,Age Differences,Persuasive Discourse

Due to the increase in the number of preschool-aged dual language learners (DLLs), there is a need to understand their language development and how to better support them. Although DLLs' language development has traditionally been studied from a structuralist perspective, few have examined their language use from a functional approach, which directly relates to what they can or cannot do with their languages by drawing on linguistic resources available to them. The current study examined preschool-aged DLLs' English language use by adapting Halliday's theory on systemic functional linguistics. Participants were 14 DLLs, ages 2.5 to 5.5 years, enrolled in preschools in the Midwestern United States. Their oral data from classroom settings were video-recorded and qualitatively analyzed using key language uses of DLLs, which draws upon Halliday's systemic functional linguistics theory. Findings show the DLLs engaged in five key language uses: argue, explain, heuristic, recount, and request. The key language use of DLLs ages 2.5 to 3.5 years were limited to making a simple request or argue to meet their needs. In contrast, DLLs ages 3.5 to 5.5 years demonstrated a much wider range of key language uses, often using recount and argue. Study results inform standards and assessment development for DLLs, and the instruction of DLLs' language development.
Deconstructing the Myth of American Public Schooling Inefficiency
Author: Baker, Bruce D.
Date: 2016-06-00
Type: Reports - Research
Subjects: Public Education,Public Schools,Misconceptions,Efficiency,Educational Trends,Comparative Education,Cost Effectiveness,Outcomes of Education,Teacher Salaries,Class Size,Educational Practices,Educational Assessment,School Effectiveness,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Socioeconomic Status,National Competency Tests,Input Output Analysis

In this paper, the authors begin by classifying the arguments that assert American schools are relatively inefficient into two categories: the &quot;long-term trend argument&quot; and the &quot;international comparison argument.&quot; Their focus herein is on the latter of these two. They then describe two frameworks for approaching either of these arguments: &quot;cost efficiency&quot; and &quot;production efficiency.&quot; The authors explain that the typical spending/outcome model used to make the case that the United States is a relatively inefficient nation is wholly unsuitable for drawing these or any conclusions. Accounting for differences in student populations is helpful, but still inadequate for building a model that can be used to assess a country's relative efficiency. Evaluating education inputs such as teacher wages and class sizes can further refine comparisons between nations; however, it is unlikely that even these refinements are enough to conduct analyses that can credibly back claims about the relative efficiency of America's education system. That said, an appropriately limited analysis can still inform our understanding of how the U.S public education system compares with systems in other countries.
Key Data Highlights on Equity and Opportunity Gaps in Our Nation&apos;s Public Schools. 2013-2014 Civil Rights Data Collection. A First Look. Revised
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2016-10-16
Type: Reports - Evaluative
Subjects: Equal Education,Achievement Gap,Access to Education,Civil Rights,Data Collection,Public Schools,School Districts,Discipline,Bullying,Demography,Racial Differences,Gender Differences,Suspension,Disabilities,Discipline Policy,Disproportionate Representation,English Language Learners,Expulsion,Referral,Law Enforcement,College Readiness,Career Readiness,Acceleration (Education),Advanced Placement,Enrollment Rate,Attendance Patterns,Correctional Education,Teaching Experience,Teacher Certification,Teacher Attendance,Preschool Education,Elementary Secondary Education,Educational Legislation,Federal Legislation,Statistical Data

This document provides results of a survey of all public schools and school districts in the United States. The CRDC measures student access to courses, programs, instructional and other staff, and resources--as well as school climate factors, such as student discipline and bullying and harassment--that impact education equity and opportunity for students. This document was originally issued on June 7, 2016. On August 10, 2016, the document was updated by adding a text box (on page 1) that stated that the Department had been alerted to errors in data the state of Florida submitted on behalf of its school districts as part of the 2013-2014 Civil Rights Data Collection and that, as a result, the data referenced in this document might not fully represent all students in Florida. The text box continued by stating that the Department was working with Florida to address the issue and would be making updates accordingly. On September 29, 2016, after the Department received corrected data from Florida, the document was updated by amending the text box (on page 1) to remove the discussion of working with Florida and making updates. On October 28, 2016, the document was updated to incorporate corrected data submitted by the state of Florida, on behalf of its school districts. That corrected Florida data resulted in changes to some of the national numbers reported for out-of-school suspensions (pages 3-4), restraint and seclusion (page 5), retention (page 7), chronic absenteeism (pages 7-8), and inexperienced teachers (page 9). In addition, the text box (on page 1) was amended to note the incorporation of Florida's corrected data and text boxes were added (on pages 7 and 8) noting that the New York City Department of Education had acknowledged anomalies in its chronic student absenteeism data.
Absenteeism in Head Start and Children&apos;s Academic Learning
Author: Ansari, Arya
Date: 2016-00-00
Type: Reports - Research
Subjects: Attendance Patterns,Preschool Children,Outcomes of Education,Early Childhood Education,Federal Programs,Low Income Students,Early Intervention,Experience,Family (Sociological Unit),Surveys,Preschool Education,Academic Achievement,Cohort Analysis,Correlation,Statistical Analysis,Scores,Regression (Statistics)

Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,842), this study examined the implications of 3- and 4-year-old's absences from Head Start for their early academic learning. The findings from this study revealed that children who missed more days of school, and especially those who were chronically absent, demonstrated fewer gains in areas of math and literacy during the preschool year. Moreover, excessive absenteeism was found to detract from the potential benefits of quality preschool education and was especially problematic for the early learning of children who entered the Head Start program with a less developed skill set. Implications for policy and practice are discussed. [At the time of submission to ERIC, this article was in press with &quot;Child Development.&quot;]
2015-2016 Adult High School Technical Assistance Guide
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Guidelines,Technical Assistance,Adult Education,High School Equivalency Programs,Enrollment Management,Tuition,Out of State Students,Student Evaluation,National Competency Tests,Accountability,Graduation Requirements,Standardized Tests,Testing Accommodations,Credits,Transfer Policy,Adult Educators,Teacher Education,State Policy,State Standards

The Adult High School (AHS) program enables an adult no longer enrolled in public high school to complete the required courses and state assessments to earn a standard high school diploma. Course requirements are in accordance with standards established by the state. A program of instruction for both traditional and co-enrolled AHS students shall be based on the State of Florida adult education frameworks and the Florida Standards. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency and performance-based adult education, distance learning, and computer-assisted instruction. This guide provides information for adult high schools regarding the following topics: (1) enrollment criteria; (2) tuition and out-of-state fees; (3) assessing students for National Reporting System (NRS) reporting; (4) accountability and reporting; (5) graduation requirements; (6) statewide standardized assessments; (7) assessment requirements for students with disabilities; (8) transfer of credit guidelines; (9) diploma/completion options; (10) course code directory; and (11) adult education instructor certification requirements.
Research Catalog, FY 2016
Author: Atchison, Eric S.
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Financial Support,Intellectual Disciplines,Public Colleges,Research,Research Universities,State Universities,Economic Development,Federal Aid,State Aid,Private Financial Support,Corporate Support,Resource Allocation

The Mississippi Public Universities Research Catalog is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The Research Catalog includes only external awards and non-appropriated state awards for research and sponsored programs. The external resources identified in the Research Catalog are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities.
Texas Public School Attrition Study, 2015-16. IDRA Report
Author: Goodman, Christie L., Ed.
Date: 2016-10-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Student Attrition,Dropouts,School Holding Power,High School Students,Dropout Rate,State Departments of Education,Enrollment,American Indian Students,African American Students,White Students,Hispanic American Students,Multiracial Persons,Asian American Students,Pacific Americans,Grade 9,Grade 10,Grade 11,Grade 12,Counties,Racial Differences,Gender Differences,Comparative Analysis,Prediction,Zero Tolerance Policy,Graduation Rate,Educational Policy,Expectation,Middle School Students,Check Lists

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas' Overall Attrition Rate Inches Up--School Holding Power Improvement Slowed (Roy L. Johnson); (2) Zero Tolerance Policies Likely Contribute to High Attrition Rates of Black Students and Hispanic Students (Roy L. Johnson); (3) Attrition Rate Trend Reversed, Pushing Zero Attrition Rate Farther into the Future (Felix Montes); (4) Temporary Texas Policy Using Individual Graduation Committee Relieves High-Stakes for 6,000 Students (David Hinojosa); (5) Quality School Holding Power Checklist; (6) Uncompromising Expectations for Graduating All Students; (7) 6 Policies that Lead to Higher Dropout Rates; (8) Texas Education Agency Reports 33,437 Students Dropped Out (Roy L. Johnson); (9) Adjusted Cohort Graduation Rate: Texas Ranked 4th in On-time Graduation in 2014-15 (Roy L. Johnson); and (10) Types of Dropout Data Defined. [Individual reports contain statistics, charts, and resources. For the 2014-15 report, see ED580951.]
The 2015 National Child Count of Children and Youth Who Are Deaf-Blind Report
Author: National Center on Deaf-Blindness (NCDB)
Date: 2016-10-00
Type: Reports - Research
Subjects: Deaf Blind,Children,Databases,Agency Cooperation,Data Collection,Technical Assistance,Needs Assessment,Family Needs,Early Intervention,Young Children,Access to Education,Student Needs,Federal Legislation,Educational Legislation,Age Differences,Geographic Location,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Hearing Impairments,Neurological Impairments,Etiology,Comorbidity,Disabilities,Educational Environment,Educational Methods,Standardized Tests,State Standards,Student Evaluation,Eligibility,Place of Residence,Assistive Technology,Elementary Secondary Education,Early Childhood Education,Special Education,Inclusion,Equal Education

This, the 30th annual &quot;National Child Count of Children and Youth Who Are Deaf-Blind,&quot; is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center on Deaf-Blindness (NCDB), its predecessors, and each state and multi-state deaf-blind project throughout the country, as well as those projects funded in the Pacific Trust territories, the Virgin Islands, and Puerto Rico. Initially requested by the U.S. Department of Education as an examination of the discrepancy between the National Deaf-Blind Child Count and the Office of Special Education Program's (OSEP) annual December 1 counts of children and students with disabilities being served under IDEA Part C or Part B, the child count has expanded over time to inform the work of a range of OSEP-funded deaf-blind projects during the ensuing years, including the current national, state, and multi-state technical assistance and dissemination projects. The National Deaf-Blind Child Count has been collaboratively designed, implemented, and revised to serve as the common vehicle to meet federal grant requirements for both the State and Multi-State Deaf-Blind Technical Assistance Projects and the National Deaf-Blind Technical Assistance Center, as well as serve as a common data collection and reporting mechanism for use across the country. [For the 2014 report see ED581437.]
State Policies Impacting CTE: 2015 Year in Review
Author: Association for Career and Technical Education (ACTE)
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Vocational Education,State Legislation,Educational Finance,Governance,Partnerships in Education,Education Work Relationship,Career Guidance,Dual Enrollment,Articulation (Education),Teacher Certification,Accountability,Standards,Accreditation (Institutions),Graduation Requirements,Prior Learning,Competency Based Education

In 2015, states continued to invest heavily in career and technical education (CTE), as leaders and policymakers sought to strengthen their state economies, fill the talent pipeline with well-prepared workers in key industries, and provide meaningful educational and career opportunities for citizens at every learner level. More than 125 CTE-related laws, executive orders, board of education actions and budget provisions were approved across 39 states in 2015. Although there was a slight dip overall in the number of CTE-related policies enacted compared to 2013 and 2014, there was a notable uptick in substantive policy actions seeking to leverage CTE within states' broader economic and workforce development strategies. Additionally, a number of states focused on implementing major state and federal policies passed in recent years, rather than adopting new reforms, and a number of states had high-profile budgetary battles this year, leading to delayed or no action on a range of policy issues. In any case, there is no question that CTE remained a top policy priority for the majority of states, particularly in regard to their education agendas.
2016 Emergent Data on Students in Australian Schools Receiving Adjustments for Disability
Author: Education Council (Australia)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Disabilities,Academic Accommodations (Disabilities),Tables (Data),Public Schools,Catholic Schools,Private Schools,Students

The Nationally Consistent Collection of Data on School Students with Disability (the collection) identified 685,911 students received an educational adjustment due to disability. Through this collection, teachers use their professional judgement based on evidence to capture information. This report looks at the emergent data on students in Australian schools receiving adjustments for disability in 2016.
The Boston Opportunity Agenda: Fifth Annual Report Card
Author: Boston Foundation
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Kindergarten,Elementary Secondary Education,Postsecondary Education,Public Schools,Charter Schools,Program Effectiveness,Educational Quality,Graduation,Educational Attainment,Adult Learning,Summer Programs,High Schools,Youth Programs,High School Graduates,College Graduates,Student Characteristics,Catholic Schools,Readiness,School Effectiveness,Skill Development,Access to Education,Change Strategies,Reading Fluency,Elementary School Students,Emergent Literacy,Reading Tests

This fifth annual &quot;Boston Opportunity Agenda Report Card&quot; provides the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures for school readiness, 3rd grade reading proficiency, 10th-grade academic proficiency, high school completion, dropout rates, college enrollment and completion rates for youth and adults. The measures for the public systems--the Boston Public Schools and Boston's Charter public schools--use the state assessments. The data is gathered from the Boston Public Schools, the Commonwealth of Massachusetts Department of Elementary and Secondary Education and the Archdiocese of Boston. Given the different sizes of the student populations in these systems, this year the number of actual students represented by the percentages for each measure have been included in each chart. This report card also marks the final update on the initial goals for the Boston Public Schools in high school completion and dropout reduction. While short of their initial five-year goal of 80% for high school completion, the current 66.7% is higher than the national average for urban school systems and represents a jump of five percentage points from the baseline set in 2008. Meanwhile the annual dropout rate narrowly missed the five-year goal of less than 3%, coming in at 3.8%. Having started at 7.3%, this is a tremendous achievement. It reflects the hard work of many partners and it represents a promising start for hundreds of young people annually. [The Boston Indicators Project and the Boston Public Schools Office of Data and Accountability assisted in analyzing and reporting on the metrics in this report.]
The Impact of Achieve3000 on Elementary Literacy Outcomes: Randomized Control Trial Evidence, 2013-14 to 2014-15. Eye on Evaluation. DRA Report No. 16.02
Author: Hill, Darryl V.
Date: 2016-04-00
Type: Reports - Research
Subjects: Public Schools,Elementary Schools,Elementary School Students,Reading Programs,Reading Achievement,Randomized Controlled Trials,Program Effectiveness,Outcomes of Education,Evidence,Reading Tests,Achievement Tests,Scores,Reading Skills,Program Implementation,Fidelity,Benchmarking,Emergent Literacy,Reading Fluency,Control Groups,Experimental Groups,Statistical Analysis

In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Twoyear results show that Achieve3000 did not have a significant impact on student outcomes. However, both intent-to-treat and treatment-on-treated estimates show that in 2015, the second year of implementation, students in the treatment group outperformed their control-group counterparts by 0.13 standard deviation units (SD) on the year-end Achieve3000 LevelSet Lexile test. This effect size is consistent with mean empirical effect sizes reported by Lipsey et al. (2012). Yet in neither the pooled nor annual results did Achieve3000 significantly impact student performance on additional Lexile outcomes (EOG or DIBELS ORF). Both implementation and impact results for Achieve3000 suggest that the ability of this particular technology-based literacy solution to improve student performance beyond that of a control group fell short of vendor-defined and empirical expectations.
Top Resources for Administrators
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Administrator Guides,Educational Resources,Related Services (Special Education),Evidence Based Practice,Disabilities

The National Technical Assistance Center on Transition (NTACT) creates, organizes, and disseminates information to help districts, schools, and teachers support students with disabilities in order to help them achieve positive in-school and post-school outcomes. The NTACT website contains resources to assist practitioners in implementing quality transition practices based on the best available evidence. This document describes 11 resources as some of the most useful for administrators including school level administrators (i.e., secondary principals, assistant principals), district level administrators (i.e., special education directors, district specialists, transition coordinators), and state level administrators (i.e., state specialists, state directors).