ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading across Texts: A Resource for Planning Multiple Source Comprehension Tasks. From College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers
Author: Mancevice, Nicole
Date: 2016-00-00
Type: Guides - Classroom - Teacher
Subjects: Reading Comprehension,Content Area Reading,Lesson Plans,Teaching Guides,Curriculum Guides,Teaching Methods,Educational Strategies,Information Literacy,Information Skills,Alignment (Education),Career Readiness,College Readiness,Academic Standards,Reading Instruction,Elementary Secondary Education

College and Career Ready Standards (CCRS) set the expectation that students will be able to navigate multiple texts, evaluate the claims that authors make, notice and account for any conflicting points of view, and synthesize information as they develop an understanding of a concept or event. CCRS establish these learning expectations, but they do not provide guidance for how to plan instruction. &quot;Reading Across Texts&quot; is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist educators as they use CCRS to plan instruction for diverse learners. This resource presents the best of what we currently know about how readers make sense of multiple texts, and what instruction might look like in the classroom. The studies reviewed in this guide involve a range of grade levels and subject areas. Some of the studies sought to understand how readers engage with texts without targeted instruction in how to do so. Other studies examined the effects of interventions that taught students how to strategically read and evaluate texts. Taken together, this body of work can provide us with helpful insights as to how to plan instruction across grade levels. &quot;Reading Across Texts&quot; presents these insights from research as three broad categories of planning recommendations: (1) strategies for teaching students to evaluate sources of information; (2) strategies for teaching students to compare information across sources; and (3) considerations for framing instructional tasks that involve multiple-source comprehension. For each planning recommendation, there is a synthesis of what researchers have learned about how students read multiple texts without specific instruction, and instructional strategies that appear to help students learn to do this work. Studies Reviewed by Recommendation is appended.
High-Leverage Principles of Effective Instruction for English Learners. From College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers
Author: Neri, Rebecca
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Career Readiness,College Readiness,Educational Principles,Academic Standards,English for Academic Purposes,Student Centered Curriculum,Scaffolding (Teaching Technique),Educational Opportunities,Listening Skills,Reading Skills,Writing Skills,Speech Skills,Student Participation,Teaching Methods,Instructional Improvement,Educational Strategies

New college and career ready standards (CCRS) have established more rigorous expectations of learning for all learners, including English learner (EL) students, than what was expected in previous standards. A common feature in these new content-area standards, such as the Common Core State Standards in English language arts and mathematics and the Next Generation Science Standards, is their emphasis on students' use of language to articulate and convey understanding of the content. The heightened role that language plays in CCRS presents new challenges for EL students and their teachers by calling for improved instructional strategies that simultaneously address language and content-area learning. The purpose of this resource is to provide teachers of EL students with effective, high-leverage learning and teaching principles that can be incorporated into daily instructional plans and routines. Instruction that addresses EL students' needs should include four key considerations: (1) Understand and address the academic language demands of the lesson; (2) Build upon students' background knowledge; (3) Design and scaffold learning opportunities in every lesson that integrate listening, speaking, reading, and writing domains; and (4) Provide opportunities for student participation through meaningful discourse and structured collaboration. The high-leverage principles for EL instruction presented in this resource are based on relevant research and most up-to-date literature on effective instruction. Each principle is accompanied by examples that illustrate its use. The resource concludes with an annotated classroom vignette that highlights the principles in action.
Federal Student Loan Amounts and Terms for Loans Issued in 2016-17
Author: Institute for College Access & Success, Project on Student Debt
Date: 2016-06-19
Type: Reports - Descriptive
Subjects: Student Loan Programs,Federal Aid,Financial Policy,Finance Reform,Annual Reports,Higher Education,Federal Legislation

U.S. citizens or permanent residents, enrolled at least half time in a qualified program at a participating school, not in default on a prior federal student loan, and not previously convicted of a drug offense while receiving federal financial aid are eligible to apply for a student loan. The chart presented in this report summarizes the interest rates, loan limits, and other terms for federal student loans issued from July 1, 2016 through June 30, 2017.
The Power of Place: How Housing Policy Can Boost Educational Opportunity
Author: DeLuca, Stefanie
Date: 2016-03-00
Type: Reports - Research
Subjects: Housing,Public Policy,Educational Opportunities,Mobility,Urban Programs,African American Family,Program Effectiveness,Academic Achievement,Achievement Gains,Urban Schools,African American Students,School Effectiveness,Access to Education,Neighborhoods,Poverty Areas

For decades, Baltimore's poorest African American children have been channeled into racially and economically segregated neighborhoods with low-performing schools. Financial constraints and scarce affordable housing in more affluent communities have made it very difficult for poor families to access higher quality educational opportunities for their children. With such durable neighborhood and school inequality, interrupting the cycle of intergenerational disadvantage is a difficult challenge. But housing policy may help families overcome barriers to residential mobility and move to lower poverty, more racially integrated neighborhoods with higher performing schools. In this report, the authors describe early findings from a housing voucher program in Baltimore--the Baltimore Housing Mobility Program (BHMP)--that has helped over 3,000 low-income African American families escape disadvantaged neighborhoods and move into opportunity rich communities and school districts throughout the metropolitan region. The authors find that after moving with the program, children attended significantly higher performing schools and made gains in their academic achievement. Data are appended.
Stewardship of the Evolving Scholarly Record: From the Invisible Hand to Conscious Coordination
Author: Lavoie, Brian
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Academic Libraries,Library Development,Library Materials,Library Networks,Shared Resources and Services,Scholarship,Program Content,Database Management Systems,Database Design,Design Requirements,Information Management

The long-term future of the scholarly record in its fullest expression cannot be effectively secured with stewardship strategies designed for print materials. The features of the evolving scholarly record suggest that traditional stewardship strategies, built on an &quot;invisible hand&quot; approach that relies on the uncoordinated, institution-scale efforts of individual academic libraries acting autonomously to maintain local collections, is no longer suitable for collecting, organizing, making available, and preserving the outputs of scholarly inquiry. As the scholarly record continues to evolve, conscious coordination will become an important organizing principle for stewardship models. Conscious coordination calls for stewardship strategies that incorporate a broader awareness of the system-wide stewardship context; declarations of explicit commitments around portions of the local collection; formal divisions of labor within cooperative arrangements; and robust networks for reciprocal access. Stewardship strategies based on conscious coordination involve an acceleration of an already perceptible transition away from relatively autonomous local collections to ones built on networks of cooperation across many organizations, within and outside the traditional cultural heritage community. Additional context can be found in our earlier report, &quot;The Evolving Scholarly Record&quot; (ED564827). This work is part of our Understanding the System-wide Library theme, in which we explore the characteristics and organization of collections, services, and infrastructure at scale. The goal of this work is to improve our understanding of the factors that guide institutions in their sourcing and scaling choices as they seek maximum impact and efficient provision of library collections and services.
Shaping the Library to the Life of the User: Adapting, Empowering, Partnering, Engaging
Author: Proffitt, Merrilee
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Use Studies,Research Libraries,Library Role,Library Research,Library Services,User Needs (Information),Research Design,Academic Libraries,Mixed Methods Research,Ethnography,Empowerment,Cooperation,Participation,Adjustment (to Environment)

What began with a few libraries' early application of ethnographic methods to learn more about user behaviors and needs has grown to become a significant body of work done across many institutions using a broad range of methods. User-centered investigations are increasingly influential in discussions about the shape and future of the research library. User-centered design that builds on such work is becoming deeply embedded in library planning and service development in some research libraries. This brief report captures several topics covered at the October 2015 Library in the Life of the User meeting which include: environmental factors that are driving libraries to reconsider their role; the range of users served by libraries; the range of choices that will be made when undertaking user research; and achieving a balance between serving the needs of user communities and fulfilling institutional goals. Additionally, the report encapsulates considerations and guidelines for planning and conducting a study. Finally, the report records some core themes that flowed out of the meeting--the need to adapt, empower, partner and engage and concludes with some suggestions for future action. The intended audiences for this publication include librarians, information scientists and library and information science students and researchers as they think about new ways to provide user-centered library services and to conduct research that will inform practice in ways to engage and build relationships with users and potential users. This work is part of our user studies theme, in which we study the ways in which individuals engage with technology; how they seek, access, contribute, and use information; and how and why they demonstrate these behaviors and do what they do. The goal of this work is to provide the library community with behavioral evidence about individuals' perceptions, habits and requirements to ensure that the design of future library services is all about the user.
Youth Apprenticeship: A Hopeful Approach for Improving Outcomes for Baltimore Youth. The Abell Report. Volume 28, No. 2
Author: Lerman, Robert I.
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Youth Programs,Urban Areas,Apprenticeships,Program Effectiveness,Learner Engagement,Job Skills,Unemployment,Labor Force Development,Mentors,At Risk Students,High School Students,Foreign Countries,Program Development,Technology Education,Career Education

Youth transitions to rewarding careers remain a critical problem for America's current and future workforce. In Baltimore, where only one in five graduates of Baltimore City Public Schools matriculates to a four-year college and the unemployment rate for 16 to 19 year-olds is over 40 percent, opportunities to gain meaningful training and work experience are vital. Co-authored by Dr. Robert Lerman and Dr. Arnold Packer, this Abell Report examines the potential role of youth apprenticeship in enhancing student engagement, raising employability skills, and helping young people gain mastery in high demand occupations. It demonstrates that youth apprenticeship is a proven model for low youth unemployment and the development of a highly skilled work force. Legislators, educators, and business leaders have an opportunity to build on existing elements in Baltimore and create a youth apprenticeship pilot program that offers vital work-based learning opportunities to city youth. The report concludes with recommendations necessary to build a successful pilot.
&quot;Chartering&quot; Maryland's Future: Is There an Expanded Role for National Charter Management Organizations in Our Schools? The Abell Report. Volume 28, No. 1
Author: Abell Foundation
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Charter Schools,Governance,Public Schools,Urban Schools,Educational Finance,State Legislation,Sustainability,Community Role,Funding Formulas,Socioeconomic Influences,Poverty,Minority Group Students

Over the past decade, a handful of high performing public charter schools have developed in Baltimore, but the need for high quality educational offerings, particularly for low-income students, remains high. &quot;'Chartering' Maryland's Future: Is There an Expanded Role for National Charter Management Organizations in Our Schools?&quot; considers one strategy for increasing the number of high quality options: inviting high-performing Charter Management Organizations (CMOs) to open or takeover additional public charter schools. This Abell report draws on national research, interviews with leaders of high performing CMOs, and a review of the local education landscape. It finds that there are national CMOs achieving success educating children with profiles similar to those students in Baltimore City Public Schools. Even so, based on the expansion criteria these CMO leaders identified and the intense national competition for a handful of select operators, the report concludes that attracting them to Baltimore could prove challenging. The report calls for a deeper inquiry into whether these CMOs should be part of Maryland's educational landscape.
The Path to Baltimore's &quot;Best Prospect&quot; Jobs without a College Degree: Career Credentialing Programs at Baltimore's Community Colleges. The Abell Report. Volume 28, No. 2
Author: Hopkins, Barbara L.
Date: 2015-03-00
Type: Reports - Research
Subjects: Postsecondary Education,High School Graduates,Community Colleges,Associate Degrees,Career Readiness,Job Training,Employment Qualifications,Job Skills,Alignment (Education),Enrollment Trends,Occupations,Program Effectiveness

Only one in five graduates of Baltimore City Public Schools matriculates to a four-year college; the vast majority enroll in community college or look for a full-time job. Baltimore graduates and job-seekers need postsecondary training that works. &quot;The Path to Baltimore's 'Best Prospect' Jobs without a College Degree: Career Credentialing Programs at Baltimore's Community Colleges&quot; identifies &quot;best prospect&quot; jobs--those that require a two-year degree or less and pay more than $34,000--and explores the career credentialing programs at Baltimore City Community College (BCCC) and the Community College of Baltimore County (CCBC) that align with those jobs. The report finds 74 &quot;best prospect&quot; jobs across six industry sectors and identifies 105 programs at the community colleges that deliver training and often lead to a workplace credential relevant to those jobs. Those programs, however, often carry significant obstacles that make it difficult for students to complete them. Moreover, the lack of individual-level student records makes it difficult for policy makers and job seekers to evaluate the effectiveness of these programs. The report concludes with recommendations to improve the community colleges' career credentialing offerings and students' access to them.
City Connects: Redesigning Student Support for Academic Success. The Abell Report. Volume 29, No. 3
Author: Manekin, Sarah
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Success,Program Design,Educational Change,Disabilities,Accessibility (for Disabled),Related Services (Special Education),Integrated Activities,Academic Support Services,Program Effectiveness,Barriers,Intervention,Attendance,Dropout Rate,School Support,Adoption (Ideas)

Public school systems employ a range of professionals to provide support to children and youth in schools. For students living in poverty and experiencing trauma, the work of these professionals is particularly necessary and urgent. Ranging from the treatment of acute mental health issues and accommodations for students with special needs, to guidance counseling and advising, these support services are intended to facilitate conditions in which all children--but particularly those in poverty--can achieve. While these services are considered important in discussions of student behavior and school climate, they are often dismissed as isolated from the core school functions of teaching and learning. City Connects (CCNX) is a school-based model of integrated student supports that has demonstrated improved academic outcomes for elementary and middle school students even after the intervention ends. Unlike the multigenerational, community-based strategy of Community Schools now operating in Baltimore and in other cities, City Connects is an explicitly student-centered approach that begins in the classroom and works out from there. The purpose of this report is to explain how City Connects functions within a school in the hopes of furthering a conversation about how school counseling--and student support more broadly--can function more effectively to facilitate academic achievement and the conditions for student success. City Connects was first implemented in academic year 2001-2002 in six Boston schools and, from the beginning, was complemented by a rigorous research and evaluation plan that included comparison data from matched Boston Public Schools (BPS), rigorous data collection at the school site, and a team of evaluators at Boston College. This work reveals that City Connects students outperformed their BPS comparison students during the intervention and, even more significantly, after the intervention was over in fifth grade. As Baltimore City Public Schools considers options for student support strategies that lead to academic achievement, City Connects offers a model that should be considered.
Federal Science, Technology, Engineering, and Mathematics (STEM) Education: 5-Year Strategic Plan. A Report from the Committee on STEM Education National Science and Technology Council
Author: Executive Office of the President
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: STEM Education,Strategic Planning,Educational Improvement,Goal Orientation,Educational Finance,Federal Government,Government Role,Participation,Disproportionate Representation,Access to Education,Evidence Based Practice

Given that many jobs of the future will be STEM jobs, that our K-12 system is &quot;middle of the pack&quot; in international comparisons, and that progress on STEM education at multiple levels is critical to building a just and inclusive society, there is an urgent need to continue to improve STEM education in the United States. Much knowledge for how to make progress exists. Federal agencies have the collective capacity to make a difference. This Strategic Plan identifies goals, priorities, and a new framework and mechanism for collaboration and program improvement. This Strategic Plan charts a course for sustained improvement and can help Federal investments in STEM education programs make a difference for many more students, educators, and members of the public. Implementation will require making hard choices, forging new partnerships, and focusing on outcomes. Adjustments along the way will be necessary, but the Federal agencies will work together to make progress on this national priority. Appended are: (1) The Federal Science, Technology, Engineering, and Mathematics (STEM) Education Portfolio: FY 2011; and (2) Instrument Design Principles.
Progress Report on Coordinating Federal Science, Technology, Engineering, and Mathematics (STEM) Education
Author: Executive Office of the President
Date: 2016-03-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Strategic Planning,Federal Legislation,Educational Research,Information Dissemination,Tables (Data),Federal Aid,Educational Finance,Public Agencies,Financial Support,Access to Education,Computer Science Education,Budgets,Educational Improvement,Active Learning,Stereotypes,Barriers,Elementary Secondary Education,Higher Education,Informal Education,Program Implementation,Agency Cooperation

As called for in the America COMPETES Reauthorization Act of 2010, the National Science and Technology Council's (NSTC) Committee on STEM Education (CoSTEM) released, in May of 2013, the Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5- Year Strategic Plan (Strategic Plan). As required by the Act, this report includes an update on Strategic Plan implementation activities, an update on efforts being taken to increase efficiency and coherence across the Federal STEM education portfolio, and a discussion of methods to disseminate information about Federally-supported STEM education research and resources. This report also includes tables containing estimated and actual Federal STEM Education funding by agency and program (FY2015-2017). These data build on historical reporting of Federal STEM-education investments that appear in the Strategic Plan and in the Federal Science, Technology, Engineering, and Mathematics (STEM) Education Portfolio released by CoSTEM in December 2011. The following is appended: &quot;2015 Quarterly Updates on STEM Education CAP Goal.&quot;