ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Directory 1951-1952
Author: Federal Security Agency, Office of Education (ED)
Date: 1952-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Departments of Education,Government Employees,Library Personnel,Tribally Controlled Education,Religious Schools,Higher Education,Enrollment,Organizations (Groups),Religious Organizations,Public Schools

Part 1 of the 1951-52 Education Directory covers federal and state education agencies. U.S. Federal Security Agency Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.
Education Directory 1952-1953
Author: Federal Security Agency, Office of Education (ED)
Date: 1953-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Departments of Education,Government Employees,Library Personnel,Tribally Controlled Education,Religious Schools,Higher Education,Enrollment,Organizations (Groups),Religious Organizations,Public Schools

Part 1 of the 1952-53 Education Directory covers federal and state education agencies. U.S. Federal Security Agency Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.
Leading Thoughtful Conversations on Resource Equity Using School-by-School Spending Data. Guide
Author: Anderson, Laura
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Educational Finance,Educational Equity (Finance),Data Interpretation,Visualization,School Districts,Expenditures,Resource Allocation,Expenditure per Student,Outcomes of Education,Data Use

&quot;Leading Thoughtful Conversations about School-by-School Spending Data&quot; is a product of a federally-funded study to support the US Department of Education and the field more broadly to understand what data visualizations work to fuel thoughtful conversation among district and school leaders on financial strategy and management. This resource includes talking points for interpreting the data, explains the components of research-tested data visualizations of school-by-school spending, and provides a framework for using these data visualizations to lead a conversation with various stakeholder groups about equity and using dollars to do the most for students.
Using Data to Advance Digital Skills: A State Playbook. Version 1.0
Author: Ash, Katherine
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Data Use,Technological Literacy,Data Collection,Story Telling,Labor Force,Job Skills,Student Records,Employment,Labor Market,Welfare Services,Labor Force Development

The Digital Equity Act (DEA), a provision within the Infrastructure Investment and Jobs Act (Public Law 117-58), includes a historic federal investment to promote digital equity, literacy, and inclusion. In particular, the State Digital Equity Capacity Grant Program will award nearly $1.5 billion in federal funds to states to support the development and implementation of Digital Equity Plans to promote digital equity and digital skill development. Governors have authority to select the entity that administers these plans and may select one of many eligible entities to implement the host of new grant programs that, together, can help states close the digital divide through promoting access, affordability, and adoption of digital technologies. To assist states in closing digital skill gaps and preparing for digital equity planning, this brief offers key questions and resources for state leaders to consider. This brief is divided into five parts: (1) What Data do States Need to Collect?; (2) How Can States Collect and Use Data?; (3) Using Data for Storytelling; (4) Connecting Digital Skills Data to State Workforce and Education Goals; and (5) Emerging Practices in Digital Skills Data Collection. [This report was co-produced with the National Digital Inclusion Alliance (NDIA) and World Education. Funding was provided by the Cognizant Foundation, the founding sponsor of the National Governors Association Workforce Innovation Network, with additional support from Western Governors University.]
The Common Core Conundrum: To What Extent Should We Worry That Changes to Assessments Will Affect Test-Based Measures of Teacher Performance?
Author: Backes, Ben
Date: 2017-10-00
Type: Reports - Research
Subjects: Common Core State Standards,Educational Change,Academic Achievement,Standardized Tests,Value Added Models,Teacher Evaluation,Evaluation Methods,Academic Standards

Policies that require the use of information about student achievement to evaluate teacher performance are becoming increasingly common across the United States, but there is some question as to how or whether to use student test-based teacher evaluations when student assessments change. We bring empirical evidence to bear on this issue. Specifically, we examine how estimates of teacher value-added are influenced by assessment changes across 12 test transitions in two subjects and five states. In all of the math transitions we study, value-added measures from test change years and stable regime years are broadly similar in terms of their statistical properties and informational content. This is also true for &quot;some&quot; of the reading transitions; we do find, however, some cases in which an assessment change in reading meaningfully alters value-added measures. Our study directly informs contemporary policy debates about how to evaluate teachers when new assessments are introduced and provides a general analytic framework for examining employee evaluation policies in the face of changing evaluation metrics. [This paper was published in &quot;Economics of Education Review&quot; v62 p48-65 2018.]
What&apos;s in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking
Author: Goldhaber, Dan
Date: 2017-00-00
Type: Journal Articles
Subjects: Licensing Examinations (Professions),Teacher Certification,Academic Achievement,STEM Education,Course Selection (Students),High School Students,Middle School Students,Mathematics Achievement,Science Achievement,Predictor Variables,High School Teachers,Middle School Teachers

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations--middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school.
ARP PATHS: The American Rescue Plan Act Partnership, Assistance, Transformation, and Heightened Support Resource for States
Author: National Comprehensive Center (NCC)
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Emergency Programs,Educational Finance,Financial Support,Federal Aid,Federal Legislation,COVID-19,Pandemics,School Safety,Planning,Supplementary Education,State School District Relationship,Resource Allocation,School Personnel,Progress Monitoring,Intervention

The American Rescue Plan Act's Elementary and Secondary School Emergency Relief (ARP ESSER) fund represent a historic investment in ensuring that all students have access to safe in-person instruction and in meeting the social, emotional, mental health, and academic needs of the Nation's students. The U.S. Department of Education is committed to supporting State Education Agencies (SEAs) and local education agencies (LEAs) in achieving the American Rescue Plan Act's intended purpose of helping schools and communities recover from the pandemic, address the impact of lost instructional time, and close opportunity gaps that have been made worse during this period, so that all children and youth--and especially those who have been underserved or disproportionately impacted by the pandemic--receive the educational opportunities they need to thrive. The Department has developed this optional Partnership, Assistance, Transformation, and Heightened Support (ARP PATHS) resource to serve as a support for SEAs and LEAs as they put ARP ESSER funds to work in their communities. This tool builds on the questions in the ARP ESSER State plans that all SEAs have submitted and can support States in communicating how they are working to achieve shared goals of ensuring that ARP ESSER funds are used appropriately and effectively as intended by the law and are targeted to support the students most impacted by the pandemic. The tool includes a number of considerations for States as they determine how to build capacity and communicate their work and are specifically not intended as descriptions of current or new requirements. Many of the strategies also may apply to ESSER I and ESSER II implementation and States are encouraged to address how they are using these and other federal pandemic recovery funds. The tool is broken into six sections, which focus on different elements of ARP implementation. For each, states can indicate the implementation status, describe their states' progress, and outline promising practices or impact.
Student Homelessness in America: School Years 2017-18 to 2019-20
Author: National Center for Homeless Education (NCHE)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Homeless People,Federal Legislation,Race,Ethnicity,Student Characteristics,Public Schools,Civil Rights,Access to Education,Elementary Secondary Education,Enrollment Trends,Instructional Program Divisions,Emergency Shelters,Housing,Foster Care,Immigrants,English Language Learners,Students with Disabilities

This November 2021 report provides a summary of demographic data collected by the McKinney-Vento Education for Homeless Children and Youth (EHCY) Program. The report includes an examination of data collected for the 2017-18, 2018-19, and 2019-20 school years. Information on the number of students experiencing homelessness, their primary nighttime residence, subgroups of students, and race/ethnicity of students experiencing homelessness is included.
Ensuring Equitable Access to and Success in Work-Based Learning: A Rhode Island Case Study
Author: National Governors Association
Date: 2021-06-16
Type: Reports - Descriptive
Subjects: Work Experience Programs,School Business Relationship,Access to Education,Equal Education,High School Students,Disproportionate Representation,Program Improvement,Achievement Gap,Career Readiness,Federal Legislation,State Federal Aid,Educational Legislation,Vocational Education

The National Governors Association Center for Best Practices has assisted 23 states and territories in their efforts to scale high-quality work-based learning programs since 2016. Rhode Island has been engaged with the Policy Academy on Scaling Work-Based Learning since 2017 -- the same year that state policymakers launched an initiative aimed at improving youth career readiness called PrepareRI. The Office of the Governor and key state agencies such as the Rhode Island Department of Education (RIDE) lead PrepareRI's operations, which include collaboration with businesses and non-governmental organizations. This report presents Rhode Island's Equity Grant Program, RIDE, which is part of Rhode Island's intentional approach to closing access and attainment gaps in its work-based learning programs.
Building Capacity Locally: Supporting Principals and School Leaders in South Carolina
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Capacity Building,School Administration,Instructional Leadership,Principals,Networks,Sustainability,Outcomes of Education,Universities,College School Cooperation,STEM Education,Social Emotional Learning,Disadvantaged,Leadership Training,Administrator Education,Faculty Development,Coaching (Performance),Educational Improvement,Computer Simulation,Elementary Secondary Education

In fall 2020, the U.S. Department of Education awarded the National Institute for Excellence in Teaching (NIET) a $2.5 million grant, in partnership with the University of South Carolina (UofSC) and the Branch Alliance for Educator Diversity (BranchED). The aim of the three-year Supporting Effective Educator Development (SEED) grant is to build and accelerate the leadership capacity of 150 South Carolina principals and school leaders in supporting science, technology, engineering, and math education (STEM) and social-emotional learning for students. This report describes what NIET is doing to achieve the following three primary goals: (1) Create new, sustainable Principal Leadership Networks for 150 school leaders serving in underserved communities over the duration of the grant; (2) Build instructional leadership capacity of school leaders serving in underserved communities through quarterly virtual training and personalized on-site coaching to support effective leadership; and (3) Build the knowledge of school leaders serving in underserved communities in leading and strengthening rigorous programs to improve student outcomes.
School Spending Data: A New National Data Archive. Brief
Author: Roza, Marguerite
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Expenditure per Student,Elementary Secondary Education,Archives,School Districts,Educational Legislation,Federal Legislation,Data Use,Cost Effectiveness,Educational Equity (Finance),Data Collection

Our nation spends approximately $650 billion per year on our K-12 education system. To understand how those dollars impact students, we need to examine spending where it reaches them: at the school level. The document, developed by the National Center, describes a national data archive that uses all elements of Interstate Financial Reporting (IFR) system, to present the school-by-school expenditure data required by the Every Student Succeeds Act (ESSA). The School Spending Data Archive further controls for methodological differences between states by adjusting school-by-school per-pupil figures to reflect a set of standardized expenditures.
Review of the Level 4-5 Qualification and Provider Market. Research Report
Author: Zaidi, Ali
Date: 2019-02-00
Type: Reports - Research
Subjects: Higher Education,Barriers,Educational Policy,Legislation,Educational Finance,Program Effectiveness,Educational Change,Educational Supply,Qualifications,Educational Certificates,Awards,Geographic Regions,Accreditation (Institutions),Job Skills,Competition,Educational Trends,Student Characteristics,Vocational Education,Program Costs,Foreign Countries

The Department for Education (DfE) commissioned ICF Consulting to undertake a study to examine the functioning of the Level 4 and 5 (L4-5) qualification and provider market, in order to support its review of L4-5 education. This study examines the characteristics and effectiveness of the Level 4 and 5 (L4-5) market. It specifically explores supply-side dimensions, which include: (1) Factors that influence the design and development of L4-5 qualifications by awarding organisations (AOs) and higher education institutions (HEIs); (2) The factors that influence the provision of L4-5 qualifications by Higher Education (HE) providers (universities and alternative HE providers) and further education (FE) providers (colleges, private training providers, community learning providers); and (3) The identification of any barriers that may inhibit them, such as any unintended consequences arising from current legislation, policy and funding arrangements, as well as any particular issues related to learner demand/choices and the interplay between L4-5 and other qualification markets; The research focuses on L4-5 programmes that are not delivered as part of an apprenticeship framework or standard. It draws on data on L4-5 provision approved for public funding which was delivered in 2016/17. It does not include vendor qualifications perceived to be at L4-5 which are not eligible for public funding. The study does not explicitly explore the demand-side of the L4-5 market. Specifically, it does not explore the reasons why learners choose or do not choose to undertake L4-5 programmes, and employer and learner perceptions of L4-5 qualifications. This means the study is not able to robustly identify information asymmetries and other demand-side factors that are inhibiting the take-up of L4-5 qualifications.
Enhancing Our Impact: Education Services Australia Strategic Plan, 2018-2020
Author: Education Services Australia Limited
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Educational Objectives,Educational Improvement,Outcomes of Education,Academic Achievement,Foreign Countries,Educational Quality,Information Management,Decision Making,Elementary Secondary Education,Educational Planning,Educational Innovation,Technology Uses in Education,Educational Technology,Teacher Effectiveness,Nonprofit Organizations,Money Management,Access to Education

Education Services Australia's (ESA's) 2018-2020 strategic objective is to enhance their impact on Australia's education landscape by contributing to improved student outcomes, enhanced teacher impact and stronger school communities. This brief report discusses their strategic statement, strategic pillars, enabling plans, and measures of their success.
Science and Technology Education: Current Challenges and Possible Solutions. Proceedings of the International Baltic Symposium on Science and Technology Education (BalticSTE2019) (3rd, Šiauliai, Lithuania, June 17-20, 2019)
Author: Lamanauskas, Vincentas, Ed.
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Science Education,Technology Education,Formative Evaluation,Chemistry,Secondary Education,Preservice Teachers,Student Attitudes,Persuasive Discourse,Cognitive Structures,Scientific Concepts,Teacher Attitudes,Science Curriculum,Foreign Countries,Educational Change,STEM Education,Higher Education,Pedagogical Content Knowledge,Science Teachers,Physics,Psychometrics,Relevance (Education),Eye Movements,Science Process Skills,Cognitive Processes,Difficulty Level,Information Technology,Data Collection,Magnets,Kindergarten,Metacognition,Elementary Education,Ecology,Grade 4,Natural Sciences,Internet,Robotics,Tutoring,Mathematics Skills,Rural Schools,Urban Schools,Preschools,Piagetian Theory,Adult Education,Computer Simulation,Educational Needs,Military Training,Educational Research,Imagery,Lecture Method,Academically Gifted,Individualized Instruction,Inquiry,Motion,High School Students,Thinking Skills

These proceedings contain papers of the 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019) held in Šiauliai, Lithuania, June 17-19, 2019. This symposium was organized by the Scientific Methodical Center &quot;Scientia Educologica&quot; in cooperation with the Institute of Education, Šiauliai University. The proceedings are comprised of forty-five short papers that address the theme of current challenges and possible solutions in science and technology education. Keynote speakers include: Andris Broks, Todar Lakhvich, Solange W. Locatelli, Malgorzata Nodzynska, Dusica Rodic, and Tiia Rüütmann. [Individual papers are indexed in ERIC.]
Results of the Senior Exit Survey, 2020. Evaluation Matters. Volume 10, Number 1
Author: Urdegar, Steven M.
Date: 2020-07-00
Type: Reports - Research
Subjects: High School Seniors,Student Surveys,Postsecondary Education,Career Choice,Public Schools,Charter Schools,Majors (Students),Armed Forces,Credentials,Student Attitudes,COVID-19,Pandemics,School Closing,Student Experience

This report examines the results of the Senior Exit Survey, which is administered annually to all graduating high school students. The five-fold purpose of the survey is to explore: (1) senior's postsecondary plans; (2) the credentials they plan to acquire; (3) the institutions they plan to attend; (4) the fields of study they choose to pursue; and (5) their impressions of senior year during the shutdown of schools. All twelfth-grade students enrolled in traditional and charter high schools within the district were targeted to receive the survey, except for those enrolled in special education centers, the educational alternative outreach program, the juvenile justice center, and centers for special instruction. The principal conclusions of this report state that a total of 80% of seniors completed the survey, of which 98.4% were eligible to graduate. Of those students, 83.9% plan to acquire a certificate, license, or degree, with over 71.1% plan to earn a Bachelor's or higher degree, either directly or after first earning an Associate's degree. Most seniors pursuing a certificate, license, or degree, plan to attend an institution in Florida. Among the responding seniors eligible to receive a diploma, Business Management Accounting/Finance was the most popular choice of major, followed by Nursing and Biological Sciences. Seniors' comments regarding their experiences during the closure of school due to the coronavirus were documented and reflected their regret at missing out on all the things normally associated with their senior year. [For the 2018-2019 report, see ED619668.]