ethanporcaro/eric-fulltext-meta huggingface dataset:
Rhode Island&apos;s Blueprint for Multilingual Learner Success
Author: Rhode Island Department of Education (RIDE)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Multilingualism,Bilingual Students,Educational Practices,Success,Educational Needs,Evidence Based Practice,English (Second Language),Student Needs,Culturally Relevant Education,Educational Quality,College Readiness,Career Readiness,Student Empowerment,Family Involvement,Community Involvement,Alignment (Education),Elementary Secondary Education

Rhode Island is home to 23,931 current and former Multilingual Learner (MLL) students who speak over 100 languages and comprise 16% of the total student population. To guide the shifts in educational practice necessary for MLLs to thrive, the Rhode Island Department of Education (RIDE) Planning Team recruited individuals from local education agencies, universities, community organizations, and offices at RIDE and the Providence Public School District (PPSD) to form workgroups. These workgroups created the &quot;Blueprint for MLL Success&quot;. &quot;The Blueprint&quot; specifies the systemic practices required for MLLs to succeed and is the underlying policy framework for the &quot;Strategic Plan for MLL Success.&quot; &quot;The Blueprint&quot; includes a vision for MLLs and a set of interrelated principles to strengthen educational policies, programs, and practices for all MLLs. The vision captures the expressed aspirations of MLLs, families, educators, and community members. Ultimately, this multiyear endeavor will place all educators in a position to provide high-quality evidence-based instruction for MLLs to be successful in learning English and rigorous grade-level content to graduate college, career, and life ready. MLLs must be supported every day in every classroom by instruction that draws on their cultural and language assets, engages them in rigorous academic instruction and discourse, integrates academic language and content, and provides ongoing assessment and feedback. [For &quot;Rhode Island's Strategic Plan for Multilingual Learner Success: A Plan to Implement the Blueprint for Multilingual Learner Success,&quot; see ED615849.]
Cohort Graduation Rate: Policy and Technical Manual, 2020-2021
Author: Oregon Department of Education, Office of Research, Analysis, and Accountability
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Graduation Rate,High School Graduates,Cohort Analysis,Accountability,Computation,High Schools,School Districts,Student Characteristics,Credentials,Advanced Placement Programs

High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rate. The cohort graduation rate is published annually. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by student groups such as race/ethnicity and gender. [For &quot;Cohort Graduation Rate: Policy and Technical Manual, 2019-2020,&quot; see ED609210.]
Rhode Island&apos;s Strategic Plan for Multilingual Learner Success: A Plan to Implement the &quot;Blueprint for Multilingual Learner Success&quot;
Author: Rhode Island Department of Education (RIDE)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Multilingualism,Bilingual Students,Educational Practices,Success,Educational Needs,Evidence Based Practice,English (Second Language),Student Needs,Culturally Relevant Education,Educational Quality,College Readiness,Career Readiness,Student Empowerment,Family Involvement,Community Involvement,Alignment (Education),Elementary Secondary Education,Teacher Competencies,Administrator Role,Data Use,Bilingual Education

Rhode Island's &quot;Blueprint for Multilingual Learner (MLL) Success&quot; articulates a vision and research-based principles that lay out what must be in place at all levels of the educational system for MLLs to thrive. Together, the vision and the principles set the foundational structure for systemic improvement of MLL instruction in Rhode Island. With the &quot;Blueprint,&quot; Rhode Island affirms the shared responsibility required to develop MLLs' academic and linguistic skills in environments that respect and sustain their languages and cultures. Rhode Island Department of Education (RIDE) is committed to implementing the &quot;Blueprint&quot; for MLL Success. That is where the &quot;Strategic Plan for MLL Success&quot; comes into play. The &quot;Strategic Plan&quot; outlines how RIDE will make the vision and principles from the &quot;Blueprint&quot; a reality. The &quot;Strategic Plan&quot; contains six mutually reinforcing goals. These goals will guide implementation of the &quot;Blueprint.&quot; Each goal identifies high-leverage strategies and action steps that RIDE will undertake in its five-year plan for improving MLL outcomes. Whereas the &quot;Blueprint&quot; lays out &quot;what&quot; must be in place for MLLs to thrive, the &quot;Strategic Plan&quot; provides a roadmap for how RIDE will affect change. [For &quot;Rhode Island's Blueprint for Multilingual Learner Success,&quot; see ED615847.]
National All Programs (2018-2019). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Individual Characteristics,Pregnancy,Females,Disadvantaged Youth,Preschool Education,Preschool Children,Infants,Toddlers,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Education Programs,Individualized Family Service Plans,Family Programs,Social Services,Migrants,Migrant Education

This National Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by Head Start, Early Head Start, and Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
Civil Rights Data Collection. Data Snapshot: Teacher Equity. Issue Brief No. 4
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2014-07-03
Type: Reports - Evaluative
Subjects: Civil Rights,Race,Ethnicity,Gender Differences,Students with Disabilities,English Language Learners,Teacher Effectiveness,Experienced Teachers,Teacher Salaries,Teacher Certification,School Counselors,Institutional Characteristics,Counseling Services,Outcomes of Education,Elementary Secondary Education,School Districts,Minority Group Students,Enrollment Trends,Teacher Attendance,Beginning Teachers,High School Students,Salary Wage Differentials,Equal Education

The Civil Rights Data Collection (CRDC) collects data on key education and civil rights issues in the nation's public schools for use by the Department of Education's Office for Civil Rights (OCR), other Department offices, other federal agencies, and by policymakers and researchers outside of the Department. The CRDC collects information about school characteristics and about programs, services, and outcomes for students. Most student data is disaggregated by race/ethnicity, sex, limited English proficiency, and disability. This data snapshot highlights statistical information pertaining to the following aspects of teacher and counselor equity: (1) Access to experienced teachers; (2) Teacher salary disparities; (3) Access to certified teachers; and (4) Access to school counselors.
Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors. REL 2022-127
Author: Torre Gibney, Thomas
Date: 2021-11-00
Type: Reports - Research
Subjects: Career Planning,Educational Planning,High School Students,National Surveys,Institutional Characteristics,Student Characteristics,College Bound Students,Student Behavior,Educational Policy,Public Schools,High Schools

A large proportion of high schools across the country have adopted education and career planning requirements intended to help students prepare for postsecondary education and to facilitate successful transitions to the labor market. This study used student and counselor survey responses from a nationally representative longitudinal dataset to examine the relationships between students' participation in three core elements of education and career planning during high school and their application, course-taking, and enrollment behaviors associated with the transition to college. Students who developed an education or career plan upon first entering high school in grade 9 were no more or less likely to submit the Free Application for Federal Student Aid, complete a college preparatory curriculum, apply to college, or enroll in college than students who did not develop a plan. However, for students who received support from a teacher or a parent to develop their plan and for students who met with an adult in school to review the plan at least once a year, developing a plan was significantly associated with several college-going behaviors. [For the Study Snapshot, see ED615857. For the appendixes, see ED615858.]
Civil Rights Data Collection. Data Snapshot: Early Childhood Education. Issue Brief No. 2
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2014-03-21
Type: Reports - Evaluative
Subjects: Civil Rights,Early Childhood Education,Institutional Characteristics,Public Schools,Race,Ethnicity,Gender Differences,Access to Education,Preschool Education,Kindergarten,Suspension,School Districts,Eligibility,Enrollment Trends,Grade Repetition,English Language Learners,Students with Disabilities,Discipline,State Programs

The Civil Rights Data Collection (CRDC) collects data on key education and civil rights issues in the nation's public schools for use by the Department of Education's Office for Civil Rights (OCR), other Department offices, other federal agencies, and by policymakers and researchers outside of the Department. The CRDC collects information about school characteristics and about programs, services, and outcomes for students. Most student data is disaggregated by race/ethnicity, sex, limited English proficiency, and disability. A child's early education, including preschool and elementary school, sets the foundation for his or her future success. The 2011-12 Civil Rights Data Collection (CRDC) collected early-childhood-education-related data such as preschool access and discipline, as well as student retention, in elementary school. This data snapshot highlights statistical information pertaining to the following aspects of early childhood education: (1) Public preschool access not yet a reality for much of the nation; (2) Part-day preschool is offered more often than full-day; (3) Limited universal access to preschool; (4) Kindergarten retention disparities; and (5) Suspension of preschool children.
Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors. Study Snapshot. REL 2022-127
Author: Regional Educational Laboratory West (ED/IES)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Career Planning,Educational Planning,High School Students,National Surveys,Institutional Characteristics,Student Characteristics,College Bound Students,Student Behavior,Educational Policy,Public Schools,High Schools

This Study Snapshot highlights key findings from a study that seeks to provide Arizona policymakers with national evidence about the education and career planning elements associated with students' college-going behaviors. This correlational study used nationally representative data from the High School Longitudinal Study of 2009 to examine the relationships between students' participation in three education and career planning activities during high school and their application, course-taking, and enrollment behaviors associated with the transition to college. The study explored the extent to which students' self-reported participation in these activities predicted whether they submitted the Free Application for Federal Student Aid (FAFSA), completed a college preparatory curriculum, applied to college, and enrolled in college. In addition, the analyses described the prevalence of education and career planning as a school requirement and a student experience during the study period. [For the full report, see ED615855. For the appendixes, see ED615858.]
Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors. Appendixes. REL 2022-127
Author: Regional Educational Laboratory West (ED/IES)
Date: 2021-11-00
Type: Reports - Research
Subjects: Career Planning,Educational Planning,High School Students,National Surveys,Institutional Characteristics,Student Characteristics,College Bound Students,Student Behavior,Educational Policy,Public Schools,High Schools

The &quot;Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors&quot; study examined the relationships between students' participation in three core elements of education and career planning during high school and their application, course-taking, and enrollment behaviors associated with the transition to college. The study sought to measure the self-reported education and career planning experiences of students enrolled in public schools and used student and counselor survey responses from a nationally representative longitudinal dataset. This document presents the following three appendixes that accompany the study: (1) Sample, data source, and analysis methods; (2) Handling of missing data; and (3) Supporting analyses. [For the full report, see ED615855. For the Study Snapshot, see ED615857.]
USAID Education Progress Report, 2018-2021
Author: Johnson, Bethany
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: International Organizations,International Programs,Federal Programs,Educational Strategies,Developing Nations,Foreign Countries,Access to Education,Educational Policy,Educational Change,Program Implementation,Educational Development,Educational Improvement,Educational Planning,Capacity Building,Partnerships in Education,Evidence Based Practice,Equal Education,Inclusion,Decision Making,Higher Education,Educational Quality,Conflict,Public Agencies,Lifelong Learning,Outcomes of Education,Reading Programs,Labor Force Development,COVID-19,Pandemics,Cost Effectiveness,Diversity

Since 2018, the United States Agency for International Development (USAID) has worked in more than 80 countries to ensure that children and youth have access to the education and skills they need to be productive members of society. The launch of USAID's Education Policy in 2018 encouraged USAID Missions to be as adaptive, flexible, and responsive to the needs of learners and educators as possible. This USAID Education Progress Report highlights what USAID has been able to change and achieve during the first three years of implementation of the policy (2018-2021). The policy promotes the following six key principles presented in this report, to guide all of USAID's education investments: (1) Prioritize country focus and ownership; (2) Focus and concentrate investments on measurably and sustainably improving learning and educational outcomes; (3) Strengthen systems and develop capacity in local institutions; (4) Work in partnership and leverage resources; (5) Drive decision-making and investments using evidence and data; and (6) Promote equity and inclusion. [This report received support from EnCompass LLC and its partner MSI, a Tetratech company, for the USAID Data and Evidence for Education Programs (DEEP), Contract No. GS-10F-0245M. For &quot;USAID Education Strategy Progress Report, 2011-2017,&quot; see ED591353.]
American Indian and Alaska Native (AIAN) All Programs (2018-2019). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,American Indians,Alaska Natives,Student Characteristics,Pregnancy,Females,Disadvantaged Youth,Preschool Education,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Education Programs,Individualized Family Service Plans,Family Programs,Social Services

This American Indian and Alaska Native (AIAN) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all AIAN programs. The data in this Snapshot are a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
Estimating Changes to Student Learning in Illinois Following Extended School Building Closures Due to the COVID-19 Pandemic. REL 2022-131
Author: Streich, Francie
Date: 2021-12-00
Type: Reports - Research
Subjects: School Closing,COVID-19,Pandemics,Elementary School Students,Middle School Students,Student Characteristics,School District Size,Mathematics Achievement,Reading Achievement,Educational Change,Distance Education,Teaching Methods,Longitudinal Studies,Achievement Tests,Mathematics Tests,Reading Tests,Race,English Language Learners,Special Education,Lunch Programs,African American Students,Hispanic American Students

The COVID-19 pandemic disrupted the education of students in Illinois and around the nation. Leaders at the Illinois State Board of Education and in Illinois public school districts want to better understand how student learning changed during the pandemic. This study examines data from 17 Illinois districts over five years, including four years prior to the pandemic, to measure how student learning changed in fall 2020 relative to fall terms prior to the pandemic. The study demonstrates how learning changed in both mathematics and reading for students in grades 3-8, as well as how these changes varied across student characteristics and district size. The study found that students in grades 4-8 scored lower than expected in mathematics following the onset of the pandemic, after adjusting for other factors. The magnitude varied by grade level. Larger estimated changes in learning occurred in grades 6-8 than in grades 4 and 5. Students in grades 3-8 did not experience any statistically significant changes in learning in reading. A further analysis of learning in mathematics showed that changes in learning varied across students with different characteristics but were unrelated to district size. The study findings should be interpreted with caution, especially when generalizing to the population of Illinois districts and students. The study includes a small number of districts, and the students in these districts differ from the statewide population of students.
Migrant and Seasonal Head Start (MSHS) All Programs (2018-2019). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Pregnancy,Females,Disadvantaged Youth,Preschool Education,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Education Programs,Individualized Family Service Plans,Family Programs,Social Services,Infants,Toddlers,Migrant Education,Migrant Children

This Migrant and Seasonal Head Start (MSHS) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
National (2018-2019). Office of Head Start - Early Head Start Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Student Characteristics,Pregnancy,Females,Disadvantaged Youth,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Family Service Plans,Family Programs,Social Services,Migrants,Migrant Education,Infants,Toddlers

This National Early Head Start Services Snapshot summarizes key data on demographics and services for infants, toddlers, and pregnant women served by Early Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.