ethanporcaro/eric-fulltext-meta huggingface dataset:
26th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2004. Volume 2
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2006-04-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Equal Education,Educational Legislation,Federal Legislation,Annual Reports,Special Education,Educational Environment,Accountability,Trend Analysis,Access to Education,Academic Accommodations (Disabilities),Academic Achievement,Student Participation,Educational Objectives,State Surveys,National Programs,Adolescents,Children,Tables (Data),Age Differences,Geographic Location,Racial Differences,Ethnicity,Teachers,School Personnel,Enrollment,Budgets

This 2004 Annual Report to Congress has two volumes. Volume 1 focuses on the children and students being served under IDEA and provides profiles of individual states' special education environments and early intervention settings. It also includes tables of states rank-ordered by their reported data on exiting, dropouts, educational environments, and early intervention services and settings; these tables are used by OSEP as pat of its monitoring system. This report, Volume 2, contains the state-reported data tables. OSEP's goal in separating the text of the report from the extensive tables is to make the report usable to all readers. [For the first volume, &quot;26th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2004. Volume 1,&quot; see ED494709.]
Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches. Key Findings from a Survey among Administrators at AAC&amp;U Member Institutions
Author: Association of American Colleges and Universities
Date: 2016-01-19
Type: Reports - Research
Subjects: General Education,Design,Outcomes of Education,Teaching Methods,Administrator Surveys,Professional Associations,Higher Education,Deans,Online Surveys,Undergraduate Students,Electronic Learning,First Year Seminars,College Freshmen,Educational Trends,Educational Strategies,Evidence Based Practice,Portfolios (Background Materials),Electronic Publishing,Academic Achievement,Transitional Programs

This report summarizes key findings from a national survey among chief academic officers at Association of American Colleges and Universities (AAC&amp;U) member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teach­ing and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&amp;U. This new report, &quot;Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches,&quot; includes respondents from across the full spectrum of public, private, two-year, and four-year institutions. [For the first and third reports, see ED582019 and ED582021, respectively.]
Assessing Underserved Students&apos; Engagement in High-Impact Practices. With an Assessing Equity in High-Impact Practices Toolkit
Author: Finley, Ashley
Date: 2013-00-00
Type: Reports - Research
Subjects: Teaching Methods,Minority Group Students,First Generation College Students,Low Income Groups,College Transfer Students,College Freshmen,Student Surveys,College Seniors,National Surveys,Learner Engagement,Mixed Methods Research,Focus Groups,Student Records,Inquiry,Evaluation Methods,Educational Improvement,Success,Urban Education

This publication presents findings from a national study conducted by AAC&amp;U researchers to investigate the impact of engagement in high-impact practices on traditionally underserved populations (defined here as first-generation, minority, transfer, and low-income students).The mixed-method analysis includes student-level data on engaged learning at thirty-eight participating institutions-from the state higher education systems in California, Oregon, and Wisconsin-drawn from the National Survey of Student Engagement (NSSE), as well as qualitative data obtained through student focus groups held at nine selected campuses. This report serves as a guide for campus-based inquiry to further our understanding of underserved student engagement with high-impact practices. The publication also includes a toolkit on assessing equity in high-impact practices developed by the Center for Urban Education at the University of Southern California. This project is funded by TG Philanthropy. [The &quot;Assessing Equity in High-Impact Practices Toolkit&quot; was developed by Estela Mara Bensimon, Alicia C. Dowd, and Debbie Hanson, Center for Urban Education.]
Bringing Equity and Quality Learning Together: Institutional Priorities for Tracking and Advancing Underserved Students&apos; Success. Key Findings from a Survey and In-Depth Interviews among Administrators at AAC&amp;U Member Institutions
Author: Association of American Colleges and Universities
Date: 2015-11-16
Type: Reports - Research
Subjects: Equal Education,Educational Quality,Higher Education,Disproportionate Representation,Administrator Surveys,Professional Associations,Academic Achievement,Deans,Outcomes of Education,Undergraduate Study,Undergraduate Students,School Holding Power,Graduation Rate,College Freshmen,First Year Seminars,Remedial Instruction,First Generation College Students,Low Income Students,Minority Group Students,Transitional Programs,Evidence Based Practice,Interviews,Educational Attainment

The Association of American Colleges and Universities (AAC&amp;U) surveyed Chief Academic Officers at member institutions from July-October 2015 concerning priorities related to learning outcomes, assessment, general education design, high-impact practices, and data tracking and goal setting around equity and quality learning. With support from USA Funds, AAC&amp;U conducted structured interviews with 14 of the respondents focusing on minority serving and predominately white institutions and particularly on those who were tracking data in at least some disaggregated ways. This initial report, &quot;Bringing Equity and Quality Learning Together: Institutional Priorities for Tracking and Advancing Underserved Students' Success,&quot; highlights findings from both the national survey and from structured interviews related to goal-setting and priorities for diversity, equity, and student success. [For the second and third reports, see ED582012 and ED582021, respectively.]
Trends in Learning Outcomes Assessment. Key Findings from a Survey among Administrators at AAC&amp;U Member Institutions
Author: Association of American Colleges and Universities
Date: 2016-02-17
Type: Reports - Research
Subjects: Educational Trends,Outcomes of Education,National Surveys,Deans,Administrators,Professional Associations,Higher Education,Standardized Tests,Scoring Rubrics,Academic Achievement,Undergraduate Students,General Education,Portfolios (Background Materials),Electronic Publishing,Administrator Surveys,Teaching Methods

This 2016 report summarizes key findings from a national survey among chief academic officers at Association of American Colleges &amp; Universities (AAC&amp;U) member institutions and explores trends in learning outcomes and approaches to assessing them. It documents that many in higher education are moving away from standardized tests and placing an increased focus on rubrics applied to student work samples as better evidence of students' achievement of Essential Learning Outcomes. This is the third and final report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&amp;U. [For the first and second reports, see ED582019 and ED582012, respectively.]
The State of Young Children in Israel
Author: Kosher, Hanita, Ed.
Date: 2015-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Young Children,Well Being,Age Differences,Early Childhood Education,Child Health,Disabilities,Individual Needs,Accidents,Immigrants,Refugees,Poverty,At Risk Persons,Child Abuse,Childhood Needs,Individual Characteristics,Religion,Geographic Location,Family Structure

This document, based on the statistical yearbook, &quot;Children in Israel 2014,&quot; presents data on the population of young children in Israel. The document presents a current picture of the well-being of young children in Israel intended to assist policy-makers and practitioners to understand the situation of this group of children and to provide a foundation for creating interventions based on these data. Such data are essential for the promotion of policy, planning services, and employing interventions with young children and their families as appropriate. The uniqueness of this document is its focus on young children, from birth to age six. It is known today that early childhood is a critical period in the child's development and therefore warrants a focused examination separate from data presented on the total population of children. No other source in Israel provides a comprehensive, up-to-date examination of the situation of young children across all areas of young children's lives. The data are presented by age or age groups. Unfortunately, it was not always possible to provide data on children aged 0-6, for example, in data on poverty and family structure in Israel. In these cases, the data are presented within a broader age group. This document contains nine chapters dealing with various areas pertaining to the lives of young children, including: demography, education, health, welfare, immigration, poverty, accidents, and child abuse.
Measuring and Improving Quality in Early Childhood Environments
Author: Bernard Van Leer Foundation (Netherlands)
Date: 2015-04-21
Type: Reports - Descriptive
Subjects: Educational Assessment,Educational Quality,Early Childhood Education,Foreign Countries,International Organizations,Measurement,Program Evaluation,Stakeholders,Progress Monitoring,Educational Environment

The International Consultation, convened in Leiden (the Netherlands) in September 2014, brought together early childhood experts and stakeholders--supported by the International Step by Step Association (ISSA), the United Nations Children's Fund (UNICEF), the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the Bernard van Leer Foundation, in partnership with the World Bank and the Brookings Institution--representing different regions of the world, who have experience in the measurement and improvement of quality of early years services. The meeting aimed to identify points of consensus in measuring quality and future directions for increasing the strength, innovation and cultural applicability of quality measurement. This report on the International Consultation highlights points of convergence in measuring quality among the participants, new approaches in quality measurement, and recommendations from the participants regarding a global network on quality.
How Dashboards Can Help Cities Improve Early Childhood Development. Open Data Institute/Whitepaper. ODI-WP-2017-002
Author: Smith, Fiona
Date: 2017-00-00
Type: Reports - Research
Subjects: Urban Areas,Information Management,Children,Public Policy,Young Children,Child Development,Interviews,Design,Case Studies,Data Collection,Visual Stimuli,Child Health,Wellness,Well Being,Poverty,Nutrition,Access to Health Care,Access to Education,Child Safety,Violence,Water,Sanitation,Child Care,Early Childhood Education,Housing,Foreign Countries,Urban Planning

As more children are growing up in cities than ever before, cities are investigating new ways to become more child-friendly, and to measure their progress towards this goal. Data dashboards are one tool that can help a city set policy priorities, monitor progress, encourage collaboration, inform decisions, increase accountability, and strengthen the voices of children. This report considers when dashboards are useful, how they work, and what makes them more effective in promoting child-friendly cities. This report explores how data dashboards could help guide city leaders and their teams to make better policy decisions about early childhood development (ECD). Based on interviews with experts and practitioners in early childhood development, cities, and national government data teams, the authors outline the conditions that need to be considered when creating and designing an effective data dashboard. Building an effective dashboard is not without challenges. Significant inequalities in resources exist between cities and regions, making it harder to collect and process data. However, cities such as Teresina in Brazil and Istanbul in Turkey are finding innovative ways of overcoming these challenges, via proxy indicators or new partnerships. Through a range of case studies, the authors identify the problems and solutions faced when creating a good dashboard, at the practical and strategic levels. They hope that this report can help cities to develop targeted dashboards that can help them implement better policies for children. While dashboards are not always the right tool, the authors found they can become indispensable in the effort of transforming early child development if carefully designed to suit a team's needs, strategy and resources.
The Effects of Differentiated Foreign Language Instruction on Academic Achievement and Creativity of Gifted Students
Author: Aysin, Sayi K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Control Groups,Creative Thinking,Creativity Tests,Intelligence Tests,Gifted,Academic Achievement,Individualized Instruction,English (Second Language),Second Language Programs,Elementary School Students,Foreign Countries,Units of Study,Health,Experimental Groups,Pretests Posttests,Comparative Analysis,Nonparametric Statistics,Skill Development,Thinking Skills,Program Effectiveness,Statistical Analysis

The main aim of this study is to investigate the effects of an English language education program that addresses the academic and cognitive needs of gifted children on their academic achievement and creative thinking levels. To this end, through an experimental research design, the unit &quot;Health Problems&quot; in English course book was differentiated for gifted students at Grade 5 and the effects of this differentiation on the students' creative thinking levels and academic achievements were examined. Due to the experimental nature of the study, the Randomized Pre-test Post-test Control Group Design was used. The research was conducted with the students who were randomly assigned to control and experimental groups, according to the results of the Raven SPM Test and Torrance Test of Creative Thinking. The Raven SPM Test and Torrance Test of Creative Thinking were applied in the study. The participants of the study consist of 24 gifted students at Grade 5 in Beyazit-Ford Otosan Primary School that is the only mainstream primary school for gifted students in Turkey. The study was conducted in 2011-2012 academic year. The data were analyzed by means of Mann Whitney-U and Wilcoxon Signed Ranks tests. The findings showed that the differentiated English language education program for gifted students significantly improved their creative thinking levels and academic achievement. [This study was presented at the 11th Good Examples in Education Conference organized in 2014 at the Sabanci University as a poster presentation.]
To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation and Social &amp; Emotional Learning. A Report Prepared for CASEL
Author: Schonert-Reichl, Kimberly A.
Date: 2017-02-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Teacher Education Programs,Teacher Certification,State Standards,Courses,Skill Development,Educational Policy,Required Courses,Knowledge Level,Child Development,Adolescent Development,Deans

Social and emotional learning, or SEL, involves the processes through which individuals acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage their emotions, feel and show empathy for others, establish and achieve positive goals, develop and maintain positive relationships, and make responsible decisions. SEL competencies comprise the foundational skills for positive health practices, engaged citizenship, and school success. Yet little is known about the degree to which state-level teacher certification requirements include knowledge or skills about SEL or whether pre-service teacher education programs in colleges of education in the United States incorporate SEL into coursework and teacher training. The central message of this report is that such information is essential if we wish to embed SEL into the very foundation of education. This report summarizes a scan that the authors conducted examining the degree to which SEL is incorporated into state-level teacher certification requirements and teacher preparation programs in colleges of education in the U.S. The scan comprised two phases. Phase I: A scan of state-level teacher certification requirements that incorporate SEL. Phase II: A scan of SEL coursework and other content in teacher education programs in U.S. colleges of education. In this scan, the authors also assembled a corpus of courses in which SEL is already being integrated, and they talked with deans of colleges of education in the U.S. to obtain their advice on the ways to bring SEL into teacher preparation programs.
A Process for Developing and Articulating Learning Goals or Competencies for Social and Emotional Learning
Author: Yoder, Nick
Date: 2017-01-00
Type: Guides - Non-Classroom
Subjects: Social Development,Emotional Development,Guidelines,Standards,School Districts,State Policy,State Standards,Teaching Methods,Educational Strategies,Benchmarking,Educational Objectives,Metacognition,Self Management,Interpersonal Competence,Interpersonal Relationship,Decision Making

Developing and articulating clear goals for student social and emotional learning (SEL) involves a number of important steps. This document focuses specifically on the articulation of learning goals (sometimes called &quot;competencies&quot; or &quot;standards&quot; in state and district policy) and suggests a process for those state teams that may be working on this as part of their broader plan to develop policies or guidelines that support development of student social and emotional competencies. This tool should be used in combination with &quot;The Collaborating States Initiative Recommended Process for Developing State Policies and Guidelines to Support Social and Emotional Learning,&quot; (ED581611) as well as &quot;Key Features of High-Quality Policies and Guidelines to Support Social and Emotional Learning&quot; (ED581623).
A Randomized Controlled Trial of a School-Implemented School-Home Intervention for ADHD Symptoms and Impairment
Author: Pfiffner, L. J.
Date: 2016-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Intervention,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Severity (of Disability),Daily Living Skills,Elementary School Students,Program Effectiveness,Outcomes of Treatment,Psychopathology,Family School Relationship,Mental Health,Mental Health Workers,Student Improvement,Comparative Analysis,Academic Achievement,Interpersonal Competence,Models,Evidence Based Practice,Student Behavior,Behavior Problems,Behavior Modification,Anxiety Disorders,Measures (Individuals),Statistical Analysis

Objectives: This study evaluated the efficacy of a novel psychosocial intervention (Collaborative Life Skills, CLS) for primary-school students with ADHD symptoms. CLS is a 12-week program consisting of integrated school, parent, and student treatments delivered by school-based mental health providers. Using a cluster randomized design, CLS was compared to usual school/community services on psychopathology and functional outcomes. Methods: Schools within a large urban public school district were randomly assigned to CLS (12 schools) or usual services (11 schools). Approximately six students participated at each school (N = 135, mean age = 8.4 years, grade range = 2nd-5th, 71% boys). Using PROC GENMOD (SAS 9.4) the difference between the means of CLS and usual services for each outcome at post-treatment was tested. To account for clustering effects by school, the Generalized Estimating Equation method was used. Results: Students from schools assigned to CLS, relative to those assigned to usual services, had significantly greater improvement on parent and teacher ratings of ADHD symptom severity and organizational functioning, teacher-rated academic performance and parent ratings of ODD symptoms and social/interpersonal skills. Conclusions: These results support the efficacy of CLS relative to typical school and community practices for reducing ADHD and ODD symptoms and improving key areas of functional impairment. They further suggest that existing school-based mental health resources can be re-deployed from non-empirically supported practices to those with documented efficacy. This model holds promise for improving access to efficient, evidence-based treatment for inattentive and disruptive behavior beyond the clinic setting. [This article was published in the &quot;Journal of the American Academy of Child and Adolescent Psychiatry,&quot; v55 p762-770 2016.]
First 5 Kern Annual Report: Fiscal Year 2016-2017
Author: Wang, Jianjun
Date: 2018-02-07
Type: Reports - Research
Subjects: Young Children,Early Childhood Education,Taxes,Educational Finance,State Aid,State Legislation,Annual Reports,Child Health,Cooperation,Counties,County Programs,Family Programs,Health Programs,Integrated Services,Longitudinal Studies,Parent Education,Program Effectiveness,Program Evaluation,Qualitative Research,Social Services,Statistical Analysis

Since 1998, early childhood education and support services were funded by 50-cents-per-pack tobacco tax through Proposition 10 funding in California. In November, 2016, another proposal was endorsed by voters to add $2.00-per-pack tobacco tax for purposes unrelated to early childhood services, yet the decline of cigarette consumption will inevitably impact the existing programs funded by Proposition 10. In Fiscal Year 2016-17, First 5 Kern administered over $9 million of the state funding to support 42 programs in Child Health, Family Functioning, and Child Development across Kern County. This report is grounded on a model of result-based accountability to document outcomes of the local service delivery with less per-capital funding from the state. Despite the seemingly equal fund distribution based on the rate of live birth in each county, Kern County is the third largest county in California by land area, and more spending is needed to fund program outreach across a region as large as the state of New Jersey. To justify the state investment and sustain the service improvement, a five-chapter structure has been incorporated in this report to evaluate the funding impact on child well-being this year: Chapter 1 highlights features of First 5 Kern support at the Commission level; Chapter 2 provides program-specific findings that impact children ages 0-5 and their families; Chapter 3 describes results of partnership collaboration to strengthen the system building for service integration; Chapter 4 includes longitudinal results from the Core Data Elements (CDE) survey and Family Stability Rubric (FSR) to describe sustainable accomplishments through the ongoing service improvements. This report ends with Chapter 5: Conclusions and Future Directions to review past recommendations and introduce new recommendations for next year. Both qualitative and quantitative approaches were taken to address three key questions: (1) How much has been done in local child support; (2) How well did the programs perform this year? (3) Are any children and families better off? The report includes two appendices, 26 figures, 78 tables, and 116 reference items.