ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Key Performance Indicators, 2018 Report
Author: Palacios, Moses
Date: 2018-10-00
Type: Reports - Research
Subjects: Educational Indicators,Elementary School Students,Secondary School Students,Academic Achievement,Enrollment,Academic Failure,Grade Point Average,Grade 9,Secondary School Mathematics,Advanced Placement Programs,Attendance,Discipline,National Competency Tests,Graduation Rate,Urban Schools,Preschool Education,Kindergarten,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement

Over the years, the nation's large urban school districts have consistently learned from the progress of their peer districts across the country. In 2002, the board of directors of the Council of the Great City Schools (Council) authorized what became known as the Performance Measurement and Benchmarking Project to develop and implement key performance indicators across the member school districts in operations, business services, finances, human resources, and technology. These performance indicators in operations have evolved over the years and are now reported annually by the Council in its &quot;Managing for Results in America's Great City Schools&quot; series. However, one critical element was not included in these annual reports: academic performance. Because of that information gap, the board of directors took the next step in authorizing the development of &quot;Academic&quot; Key Performance Indicators (KPIs) in October 2014. Based on the pilot, data-collection surveys and the indicators themselves were further refined, and all Council member districts were asked to participate in a full-scale pilot of the Academic Key Performance Indicators in 2016. A third pilot was conducted in 2017 and included the collection of data across three school years. The 2018 report presents an updated set of data through school year 2016-17. This report presents a number of different ways that member districts can analyze the data themselves by disaggregating results, showing trends, and combining variables. This report focuses on the data collection and analysis of the following Academic KPIs: (1) Pre-K enrollment relative to Kindergarten enrollment; (2) Percent of 4th and 8th graders proficient in reading and math on NAEP; (3) Algebra I completion rates for credit by grade 9; (4) Ninth grade course failure rates -- at least one core course; (5) Ninth graders with B average (GPA) or better; (6) Absentee rates by grade level; (7) Suspension rates; (8) Instructional days missed per student due to suspensions; (9) AP participation rates; (10) AP-equivalent participation rates; (11) AP exam pass rates; (12) Early college enrollment; and (13) Four-year graduation rate.
Fiscal Year 2019 Adult Education and Literacy Provider Manual
Author: Illinois Community College Board
Date: 2018-07-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Adult Literacy,Federal Legislation,Planning,Financial Support,Educational Finance,Grants,Funding Formulas,Resource Allocation,Budgets,Career Development,Student Evaluation,Instruction,Vocational Education,Civics,Teaching Methods,Evidence Based Practice,Reading Instruction,Academic Standards,Technological Literacy,Eligibility,Distance Education,High School Equivalency Programs,Instructional Materials,Student Personnel Services,Student Needs,Civil Rights Legislation,Disabilities,Faculty Development,Beginning Teacher Induction,Teacher Qualifications,Adult Educators,Disclosure,Reports,Student Records,Expenditures,Compliance (Legal),Audits (Verification),State Aid,Accountability

The mission and vision of adult education is to provide every individual in Illinois access to Adult Education and Literacy services. In Illinois, more than 1.15 million adults have less than 12 grades of formal education, approximately 2.8 million Illinois residents speak a language other than English in their home, and more than 350,944 immigrants reside in Illinois. With these staggering statistics it is important that services are available throughout Illinois that prepare adult learners to succeed. This manual is designed to provide adult education providers funded through the Illinois Community College Board with pertinent policies and procedures necessary in successfully operating an Adult Education program in the State of Illinois. This document also contains specific information related to both state and federal adult education policies as well as process and procedural information to ensure compliance.
The NMC Horizon Report: 2009 K-12 Edition
Author: Johnson, L.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Teaching Methods,Creativity,Learning Processes,Educational Practices,Advisory Committees,Elementary Schools,Middle Schools,High Schools,Educational Trends,Trend Analysis,Specialists,Computer Mediated Communication,Telecommunications,Handheld Devices,Reports,Computer Software,Relevance (Education),Web Sites,Shared Resources and Services,Teacher Collaboration,Barriers,Technology Integration,Computer Simulation

The Horizon Report series is the product of the New Media Consortium's Horizon Project, an ongoing research project that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within education around the globe. This volume, the &quot;Horizon Report: 2009 K-12 Edition&quot;, is the part of a new series of regional and sector-based reports, and examines emerging technologies for their potential impact on and use in teaching, learning, and creative expression within the environment of pre-college education. The hope is that the report is useful to educators worldwide, and the international composition of the Advisory Board reflects the care with which a global perspective was assembled. While there are many local factors affecting the practice of education, there are also issues that transcend regional boundaries, questions faced in K-12 education, and it was with these in mind that this report was created. Each edition of the Horizon Report introduces six emerging technologies or practices that are likely to enter mainstream use in the educational community within three adoption horizons over the next one to five years. To identify these areas, the project has drawn on an ongoing conversation among knowledgeable persons in the fields of business, industry, and education; on published resources, current research, and practice; and on the expertise of both the NMC community and the communities of the members of the Horizon Project's K-12 Advisory Board, an international body of experts in education, technology, and other fields. The Advisory Board, chosen to broadly represent a range of perspectives in K-12 education, engages in a discussion around a set of research questions intended to surface significant trends and challenges and to identify a wide array of potential technologies for the Report. Using a process detailed in the methodology section, the Advisory Board comes to a consensus about the six topics that will appear here. The examples and readings under each topic area are meant to provide practical models as well as access to more detailed information. Wherever possible, an effort was made to highlight the innovative work going on among elementary, middle, and high schools around the world.
NMC Horizon Report: 2012 K-12 Edition
Author: Johnson, L.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Consortia,Elementary Secondary Education,Educational Technology,Information Technology,Educational Trends,Trend Analysis,Teaching Methods,Learning Processes,Creativity,Advisory Committees,Technology Integration,Futures (of Society),Educational Innovation,Telecommunications,Handheld Devices

The &quot;NMC Horizon Report: 2012 K-12 Edition&quot;, examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry within the environment of pre-college education. While there are many local factors affecting the practice of education, there are also issues that transcend regional boundaries and questions faced in K-12 education; it was with these questions in mind that this report was created. The &quot;NMC Horizon Report: 2012 K-12 Edition&quot; is the fourth in the K-12 series of reports and is produced by the NMC in collaboration with the Consortium for School Networking (CoSN), and the International Society for Technology in Education (ISTE), with the generous support of HP's Sustainability &amp; Social Innovation team. The report's format is consistent from year to year and edition to edition, and opens with a discussion of the trends and challenges identified by the advisory board as most important for the next five years. The format of the main section of this edition closely reflects the focus of the NMC Horizon Project itself, centering on the applications of emerging technologies -- in this case for K-12 settings. Each section is introduced with an overview that describes what the topic is, followed by a discussion of the particular relevance of the topic to teaching, learning, and creative inquiry in K-12 education. Several concrete examples of how the technology is being used are given. [To view the 2011 edition of the report, see ED532396.]
Teaching Adjectives and Adverbs in ESL Classes
Author: Yagcioglu, Ozlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Second Language Learning,Second Language Instruction,English (Second Language),Form Classes (Languages),Teaching Methods,Class Activities,Definitions

Teaching adjectives and adverbs is a very important subject in English language education. If the students who learn English as a second or a third language can use adjectives and adverbs effectively, they can be more successful in understanding the articles they read. They can also be more successful in business life. Because people can speak English effectively and fluently can find better jobs. This study deals with teaching adjectives and adverbs in the classes where English is taught as a second or as a third language. Definitions of the word 'adjective' and the word 'adverb' will be given. The role of the adjectives and adverbs will be highlighted. Sample classroom activities will be shared.
Youth and the Labor Force: Background and Trends. CRS Report R42519, Version 15. Updated
Author: Fernandes-Alcantara, Adrienne L.
Date: 2018-08-20
Type: Reports - Descriptive
Subjects: Adolescents,Young Adults,Labor Force,Labor Market,Employment Patterns,Education Work Relationship,Unemployment,Employment Potential,Trend Analysis,Youth Employment,Employment Statistics,High School Students,College Students,Gender Differences,Racial Differences,Educational Attainment,Enrollment

This report provides current and historical labor force information about young people ages 16 to 24. In general, youth have a lower rate of labor force participation, and those who are in the labor force are less likely to gain employment than older workers. On the labor supply side, young people are making greater investments in education by enrolling in and completing high school and college in greater numbers. The report focuses on trends from 2000 to 2018. This period has included two recessions (March to November 2001 and December 2007 to June 2009) and a decline in jobs requiring only a high school diploma. The recession exacerbated challenges that workers have faced in securing and retaining employment since 2000. Against this backdrop, young people ages 16 to 24 experienced their steepest decreases in labor force participation and employment; however, in recent years employment levels have steadily been recovering. The report begins with a brief discussion of current employment and education pathways that young people can pursue. Following this is a description of the labor market data used in the report, which includes the labor force participation rate, employment-population ratio, and unemployment rate. The report then discusses these data for the post-World War II period, with a focus on trends since 2000, comparing labor force outcomes based on age, sex, and race/ethnicity. The report concludes by exploring the factors that influence the extent to which youth participate in the labor force and their prospects for employment. The last section also discusses the potential short- and long-term effects of young people's labor market experiences. [&quot;Youth and the Labor Force: Background and Trends. CRS Report R42519, Version 15&quot; was written with the assistance of Gene Falk, David H. Bradley, Abigail R. Overbay, Thomas Gabe, Jameson A. Carter, and Emma Sifre.]
Afterschool Programs: A Review of Evidence under the Every Student Succeeds Act
Author: Neild, Ruth Curran
Date: 2019-00-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,After School Programs,Program Effectiveness,Youth Programs,Achievement Gains,Mathematics Achievement,Reading Achievement,Language Arts,Academic Achievement,Standardized Tests,Evidence Based Practice,Extracurricular Activities,STEM Education,Athletics,Physical Activities,Health Behavior,Art Education,Career Development,Leadership Training

This review summarizes virtually all available evidence on the effectiveness of specific afterschool programs, based on a comprehensive literature search and review of studies published in 2000 or later. The review is motivated, in part, by a growing emphasis on using rigorous assessment of program impacts to inform decision-making in education and youth development programs. This review uses the Every Student Succeeds Act (ESSA) evidence framework to assess the evidence of afterschool program effectiveness. ESSA describes a tiered evidence framework of four levels, or tiers: Strong (Tier I), Moderate (Tier II), Promising (Tier III), and a fourth category that has been titled Demonstrates a Rationale (Tier IV) in September 2016 guidance from the U.S. Department of Education. In this review, the authors use ESSA's evidence requirements and the Department's guidance to identify afterschool programs that are judged to be supported by evidence at each tier. The authors also provide further definition for Tiers III and IV, which are described only generally in both ESSA and the guidance. Key findings include: (1) There is a substantial set of afterschool programs with evidence of effectiveness meeting ESSA Tiers I-III, including branded and unbranded programs; (2) Effective afterschool programs can be found at each grade level and within almost every program type; and (3) There are more afterschool program options for improving mathematics and reading/ELA achievement than for improving other outcomes. This report is organized into the following chapters: (1) Introduction; (2) How We Conducted the Review; (3) The Landscape of Afterschool Studies; (4) Evidence-Based Afterschool Programs under the Every Student Succeeds Act; and (5) Key Findings and Recommendations. [For the companion guide, &quot;A Companion to Afterschool Programs: A Review of Evidence under the Every Student Succeeds Act. Afterschool Evidence Guide,&quot; see ED593606.]
Impact Aid, Title VII of the Elementary and Secondary Education Act: A Primer. CRS Report R45400, Version 2. Updated
Author: Skinner, Rebecca R.
Date: 2018-11-07
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Financial Aid,Federal Aid,School Districts,Funding Formulas,Grants,Educational Facilities,State Aid,Disabilities,School Construction

The Impact Aid program, administered by the U.S. Department of Education (ED), was originally established in 1950 by P.L. 81-815 and P.L. 81-874, 15 years prior to the enactment of the Elementary and Secondary Education Act (ESEA). Impact Aid compensates local educational agencies (LEAs) for a &quot;substantial and continuing financial burden&quot; resulting from federal activities. These activities include federal ownership of certain lands, as well as the enrollments in LEAs of children whose parents work or live on federal property and children living on Indian lands. The federal government provides compensation because LEAs are unable to collect property or other taxes from these individuals (e.g., members of the uniformed services living on military bases) or their employers, even though the LEAs are obligated to provide free public education to their children. Thus, Impact Aid is intended to compensate LEAs, in part, for the resulting loss of tax revenue. This report begins with a general overview of the various payments made under the Impact Aid program, followed by a detailed discussion of each section of Title VII as amended by the ESSA. This is followed by information about recent appropriations for Impact Aid. The report concludes with an overview of the &quot;Impact Aid&quot; programs administered by DOD. Tables included in Appendix A provide appropriations data in constant 2018 dollars. Appendix B provides a glossary of acronyms used in the report.
National and International Educational Assessments: Overview, Results, and Issues. CRS Report R45401, Version 3. Updated
Author: Skinner, Rebecca R.
Date: 2018-11-02
Type: Reports - Descriptive
Subjects: National Competency Tests,Achievement Tests,Mathematics Achievement,Mathematics Tests,Foreign Countries,Science Achievement,International Assessment,Science Tests,Reading Achievement,Reading Tests,Secondary School Students,Elementary School Students,Achievement Gap,Test Interpretation,Comparative Analysis,Testing Problems,Grade 4,Grade 8,Participation,Educational Legislation,Elementary Secondary Education,Federal Legislation

Assessing the achievement of students in elementary and secondary schools and the nation's educational progress is fundamental to informing education policy approaches. Congressional interest in this area includes and extends beyond the annual assessments administered by states to comply with the educational accountability requirements of Title I-A of the Elementary and Secondary Education Act (ESEA). Congressional interest in testing also encompasses a national assessment program, authorized by the National Assessment of Educational Progress Assessment Act (NAEPAA; Title III, Section 303 of P.L. 107-279), and participation in international assessment programs, authorized by the Education Sciences Reform Act (ESRA; P.L. 107-279, Section 153(a)(6)). At the national level, students participate in the National Assessment of Educational Progress (NAEP). At the international level, U.S. students participate in the Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and Program for International Student Assessment (PISA). When national and international assessment results are released, there is a tendency to take the results of one assessment and present them as a snapshot of U.S. student achievement. The focus on one set of assessment outcomes may result in a narrow and possibly misleading view of overall student achievement. The primary purpose of this report is to provide background and context for the interpretation of national and international assessment scores so that results can be interpreted appropriately over time and across multiple assessments. Other purposes of this report are to describe specific national and international assessments, describe the recent results of these assessments, and clarify specific issues regarding the interpretation of assessment scores that explain the achievement of U.S. students.
Practice-Driven Data: Lessons from Chicago&apos;s Approach to Research, Data, and Practice in Education
Author: Moeller, Eliza
Date: 2018-00-00
Type: Reports - Research-practitioner Partnerships
Subjects: Public Schools,Data Collection,Data Analysis,Educational Improvement,Capacity Building,Evidence Based Practice,Teaching Methods,Equal Education,Educational Research,High Schools,Information Systems,Teamwork,Partnerships in Education,Academic Achievement

The UChicago Consortium, Network for College Success, and the To&amp;Through Project's new paper, &quot;Practice-Driven Data: Lessons from Chicago's Approach to Research, Data, and Practice in Education,&quot; shares key lessons learned from Chicago's approach to using data to foster ongoing improvement in students' educational attainment. This paper is designed to share the lessons we have learned about how, when, why, and under what conditions we have seen this practice-driven data approach support real and sustainable improvement. It is intended to share these lessons with advocates, policymakers, district and school leaders, and school support organizations, both locally and nationally, so they can develop the conditions that will support effective data use in schools and school systems. Taken together, these five lessons from Chicago form an approach to data use focusing stakeholders at various levels on the most important goals and features of an ecosystem of data use that has the potential to catalyze systematic improvement in student outcomes. First, it is important to build capacity to facilitate hard conversations and use data collectively to spur action, which requires an emphasis on trust, collaboration, and culture. Second, the wide availability of data and the scarce resource of time requires that educators and leaders prioritize research-based indicators that matter most for students' success. Third, educators can use relevant research evidence to make meaning of the data they use, and to develop shared ownership over the implications of the research. Fourth, using data effectively to guide practice requires that educators and leaders use the right data at the right time of the school year. Finally, there is no more important use of data in public schools than as a tool to identify and stop inequities that continue to leave the most vulnerable students further and further behind.
Supporting Social, Emotional, &amp; Academic Development: Research Implications for Educators. Research Synthesis
Author: Allensworth, Elaine M.
Date: 2018-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Emotional Development,Social Development,Academic Achievement,Outcomes of Education,Elementary Secondary Education,Learner Engagement,Equal Education,Consortia,Family School Relationship,Educational Environment,Classroom Techniques,Teacher Role,Administrator Role,Family Characteristics,Grades (Scholastic),Classroom Environment,Learning Motivation,Elementary School Teachers,Secondary School Teachers

This research synthesis is designed to help teachers and principals support equitable outcomes for all students. It suggests ways teachers, administrators, and school support personnel can use insights from research to create pre-K-12 schools and classrooms that advance educational equity. The synthesis brings together the UChicago Consortium's ground-breaking research on the influence of school climate on student achievement, the importance of mindsets and developmental experiences, as well as other leading education research. It draws attention to the critical role of engagement and mindsets in student success; how teachers and administrators can create strong school climates that support students and engage families as partners; and how responsive classrooms can enable all students to have strong academic engagement.