ethanporcaro/eric-fulltext-meta huggingface dataset:
Mentoring the Next Generation of Nonprofit Leaders: A Practical Guide for Managers
Author: Williams, Ken
Date: 2005-00-00
Type: Guides - Non-Classroom
Subjects: Leadership,Mentors,Best Practices,Nonprofit Organizations,Supervision,Supervisors

This monograph outlines 12 best practices in workplace mentoring. It reflects findings from the New Voices National Fellowship Program, a human rights leadership development initiative funded by the Ford Foundation and administered by AED (Academy for Educational Development). It is hoped that readers will find the ideas developed here and the tools provided to be provocative and useful. A bibliography is included. Appended are: (1) Mentorship Brainstorming Tool; (2) Learning and Mentoring Plan; and (3) Model Mentoring Agreement. (Contains 17 endnotes.)
&quot;It's Not Rocket Science--It's Much Harder&quot;: Racial &amp; Ethnic Diversity in Public Service--Where Do We Go from Here? An AED Public Service Leadership Paper
Author: Hesser, Phillip, Ed.
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Conferences (Gatherings),Public Service,Diversity (Institutional),Student Diversity,Minority Groups,Ethnic Groups,Leadership,Fellowships,Graduate Study,Court Litigation,Affirmative Action

For people concerned with the future of diversity in the United States, the month of June 2003 was a momentous watershed. Nearly four decades earlier, President Lyndon B. Johnson first advocated affirmative action as a means to &quot;seek not just freedom, but opportunity.&quot; June 2003 also saw the 25th anniversary of the U.S. Supreme Court's ruling on &quot;Regents of the University of California v. Bakke,&quot; permitting race to be used as one criterion for admitting a diverse student body in higher education. It was likewise the eve of the seventh anniversary of the refusal of the Supreme Court to review the &quot;Hopwood v. Texas&quot; ruling by the Fifth District U.S. Court of Appeals, questioning educational diversity as a compelling state interest. Most urgently, the Supreme Court was preparing to issue a ruling on two University of Michigan admissions cases in &quot;Gratz et al. v. Bollinger et al.&quot; and &quot;Grutter v. Bollinger et al.,&quot; addressing whether diversity might be used as a factor for evaluating applicants. It was in this setting that over 50 executives from the public and nongovernmental sectors met on June 3, 2003, in the first Public Service Leadership Symposium organized by AED's Center for Leadership Development. The Ford Foundation-funded Symposium addressed the key issue of &quot;Creating the Environment for Racial and Ethnic Diversity in the Public Service Workplace--A Challenge to Senior Leadership.&quot; The occasion also marked the publication of a timely report published by AED, &quot;Toward Diversity in Public Service.&quot; Also funded by the Ford Foundation, this report chronicled the impact of the Public Policy and International Affairs (PPIA) Fellowship Program, an initiative over twenty years old designed to bring diversity to public service by enabling U.S. students of color to gain experience in the public service professions and receive financial support for master's degrees in public policy and international affairs.
Introduction to Data Analysis Handbook
Author: Richmond, Brian
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Data Collection,Disadvantaged Youth,Data,Early Childhood Education,Migrants,Data Analysis,Health,Teacher Qualifications,Disabilities,Language Planning,Family Needs,Educational Quality,Toddlers,Infants

This Handbook provides an introduction to basic procedures and methods of data  analysis. The authors provide a framework to guide program staff in their thinking about these procedures and methods and their relevant applications in MSHS (Migrant and Seasonal Head Start) settings. Accordingly, this Handbook was developed to support the work of MSHS staff across content areas. This Handbook was created because "using data in meaningful ways" includes many possibilities--and a great deal of information. Some of this information is complex and highly dependent upon specialized knowledge. However, there are many ways of "using data" that are more basic and that involve relatively simple procedures. Their purpose is to provide MSHS programs with a basic framework for thinking about, working with, and ultimately benefiting from an increased ability to use data for program purposes. Section I of the Handbook provides introductory information. Section I includes the presentation of the "guiding principles" they use in presenting information, as well as the articulation of specific learning objectives. In Section II, they present an introduction to ways of thinking about data and make the distinction between two basic types of data: quantitative and qualitative. Section III outlines information that they hope will assist program staff understand how to conceptualize data collection and its analysis as a process. In Section IV the authors discuss management considerations that should be addressed in order to gather and analysis data in an efficient and effective way in your program. The authors present a framework for managing the process of data collection and analysis. Because using data for program purposes is a complex undertaking it calls for a process that is both systematic and organized over time. In Section V of the Handbook they examine data analysis using examples of data from each of the Head Start content areas. They explore examples of how data analysis could be done. They identify and describe trends that programs collect. Finally, they offer a perspective of how data lends itself to different levels of analysis: for example, grantee-wide, by delegate agency, and/or center- or classroom-level. Their intent is to demonstrate how the different analytical procedures and methods can be powerful and effective tools for MSHS managers. Specific procedures and methods of data analysis are discussed with clear ways of using and working with data in order to identify results. Here, procedures and methods for working with both quantitative and qualitative data are presented. Appended are: (1) Foundations for Data Analysis Applications in MSHS; (2) Using Excel To Help Analyze Your Quantitative Date; and (3) Supplemental Resources.
Speak Up 2007 for Students, Teachers, Parents & School Leaders: Selected National Findings
Author: Project Tomorrow
Date: 2008-04-08
Type: Reports - Research
Subjects: Educational Technology,Principals,Electronic Learning,Online Courses,Science Instruction,Elementary Secondary Education,Handheld Devices,Online Surveys,Administrators,Technology Uses in Education,Science Education,Science Teachers,Middle School Students,Secondary School Students,Parents,Internet,Access to Computers,Influence of Technology,Technology Integration,Educational Games

Speak Up 2007 provided online surveys for K-12 students, teachers, parents (in English and Spanish) and for the first time, school leaders, defined as school principals, technology coordinators, district administrators and school board members. In addition to asking foundational questions about technology use, 21st century skills and schools of the future, this year's surveys also polled on timely issues such as emerging technologies (online learning, mobile devices and educational gaming), science instruction and global competitiveness, and the challenges facing school leaders today. The Speak Up 2007 online surveys were open for participant input from October 1 through December 21, 2007. For this national release the authors have identified some key national findings from their Speak Up 2007 results that they felt were most timely for the national discussion. These findings are presented in this paper.
Teen Drinking and Driving: A Dangerous Mix. CDC Vitalsigns[TM]
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2012-10-12
Type: Numerical/Quantitative Data
Subjects: High School Students,Adolescents,Motor Vehicles,Traffic Safety,Drinking,Zero Tolerance Policy,Parent Participation,Parent School Relationship,Death,Accidents,Risk,Laws

The percentage of teens in high school who drink and drive has decreased by more than half since 1991, but more can be done. Nearly one million high school teens drank alcohol and got behind the wheel in 2011. Teen drivers are 3 times more likely than more experienced drivers to be in a fatal crash. Drinking any alcohol greatly increases this risk for teens. Research has shown that factors that help to keep teens safe include parental involvement, minimum legal drinking age and zero tolerance laws, and graduated driver licensing systems. These proven steps can protect the lives of more young drivers and everyone who shares the road Young drivers (ages 16-20) with them.
Vermont Guidelines for Teacher &amp; Leader Effectiveness
Author: Vermont Department of Education
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Effectiveness,Evaluation Methods,Leadership Effectiveness,Guidelines,Mentors,Guidance,Administrator Effectiveness,Beginning Teacher Induction,Academic Achievement,Principals,Administrator Evaluation,Teacher Evaluation,Program Implementation,Glossaries

In March 2011, the State of Vermont Department of Education charged the Vermont Task Force on Teacher &amp; Leader Effectiveness to develop guidelines for teacher and leader evaluation. Knowing and respecting the fiercely independent nature of Vermonters, Task Force members were committed to developing these guidelines for creating and assessing evaluation systems and not creating a plan or template for school districts to adopt. The &quot;Vermont Guidelines for Teacher &amp; Leader Effectiveness&quot; includes a set of nine principles for effective evaluation, a general evaluation framework, samples of frameworks being used around the nation, evaluation standards for principals and teachers, levels of performance, a description of the evaluation cycle, and guidelines for implementation. The report presents an explanation and discussion of multiple indicators, as well as information about developing and supporting teachers and leaders through mentoring and peer assistance. The document is intended to clarify essential elements of a high-quality teacher and leader evaluation system and provide guidance as districts work to design or improve their evaluation systems. Teachers and leaders are critically important to the success of students. Appended are: (1) Task Force Members; (2) Definitions of Teacher Effectiveness and Principal Effectiveness; (3) Glossary of Terms; and (4) Report on Induction with Mentoring.
A Guide for Increasing the Effectiveness of Professional Development in Schools and Districts
Author: Vermont Department of Education
Date: 2011-04-00
Type: Guides - Non-Classroom
Subjects: Faculty Development,Worksheets,Program Evaluation,Program Implementation,Planning,Academic Achievement,Educational Improvement,Program Effectiveness

This guide is for superintendents, principals, staff developers, teachers and professional development providers--in short for anyone who has a stake in ensuring that professional learning has greater impact on improving practice and increasing student learning. The purpose of this guide is to help schools, districts, and SU/LEAs put in place processes and supports needed to make professional development more effective to meet key student learning and school improvement goals. The guide defines effective professional development and provides tools to self-assess current professional development programs and processes and plan, implement, and evaluate professional learning. Effective professional development depends upon the quality of planning, implementation and evaluation. Within this guide, planning, implementation and evaluation are presented in steps with research-based information and tools and worksheets that can be used to develop a professional development plan, ensure implementation, and evaluate results. The last section includes excellent references used in creating this guide that will provide much greater detail and depth. Appended are: (1) National Staff Development Council Definition of Professional Development; and (2) Learning Forward (formerly National Staff Development Council) Standards for Professional Learning (Revised 2011).
2012 Report on Section 25 of Act 58 of 2011: Driver Education 2011 Summer Study Report. Report/Recommendations to the House and Senate Committees on Education and Transportation
Author: Oettinger, Mark
Date: 2012-01-12
Type: Reports - Evaluative
Subjects: Credentials,Safety Education,Program Validation,Stakeholders,Traffic Safety,Superintendents,Motor Vehicles,Driver Education,Online Systems,School Schedules,Risk,Prevention

Section 25 of Act 58 of 2011 required the Department of Education (DOE) to "explore options for restructuring the delivery of driver education." The DOE convened a combination of partial and total stakeholder meetings. Included in this meetings were representatives of the DOE, Department of Motor Vehicles (DMV), Vermont Superintendents Association (VSA), Vermont Principals Association (VPA), and Vermont Driver and Traffic Safety Education Association (VDTSEA). At one of the early stakeholder meetings, questions were raised about how Vermont compares with other states on certain aspects of the delivery of driver education. The DMV offered to survey members of the American Association of Motor Vehicle Administrators (AAMVA). Recommendations offered include: (1) Amend 16 V.S.A. & 1045 to require superintendents to conduct driver education course "program approval"; (2) Leave current practices regarding DOE driver education-related staffing levels, registering and insuring of driver education vehicles; (3) Develop a secure online system for the "yellow card" process; (4) Continue to support the development of Vermont high schools' capacities for high-quality synchronous online delivery of pedagogically appropriate portions of the driver education curriculum via Learning Network of Vermont (LNV); (5) Amend Vermont State Board of Education rules to permit driver education classes to be offered outside the normal school day; (6) Add an SBE rule to require that the classroom and in-vehicle portions of each driver education course be integrated; and (7) Amend 16 V.S.A. Section 1692, and the Vermont State Board of Professional Educators (VSBPE) rules to permit districts to use commercial driver education providers who are DMV-endorsed. Attached are: (1) NHTSA Report; (2) AAMVA Survey; (3) "Vermont Driver Risk Prevention Curriculum Guide"; (4) DOE Driver Education Endorsement Competencies; and (5) DMV Commercial Driver Education Provider Requirements. Appended are: (1) Team Credentials; and (2) Assessment Agenda. (Contains 1 figure, 5 tables, and 3 footnotes.)
2008 Report on Act 150 of 2000, an Act Relating to Public School Choice in Grades 9-12: Report to the House and Senate Committees on Education
Author: Vermont Department of Education
Date: 2008-01-15
Type: Numerical/Quantitative Data
Subjects: School Choice,Secondary Education,Educational Legislation,School Attendance Legislation,Comparative Analysis,Tables (Data)

This is the seventh annual report required by Act 150. It provides information on how schools have implemented the law and the extent to which students have participated, focusing chiefly on the current school year. In January 2005, the department provided qualitative findings from a study done by UVM researchers and offered additional findings and recommendations as directed by the legislation in Sec. 3(b)(1)(A)-(E). Through Sec. 21 of H.867, of the 2006 session, the Legislature repealed Sec. 4 of Act 150, the July 2007 sunset provision; therefore, until the Legislature takes further action, Act 150 remains in force. Appended are: (1) Act 150 tables and Bar Graph; (2) Choice Data by School; and (3) School Choice Regions for School Year 2007-2008.
Vermont Public School Dropout and High School Completion Report for the 2004-2005 School Year
Author: Vermont Department of Education
Date: 2006-04-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropout Rate,Graduation Rate,Enrollment Trends,High School Graduates,Elementary Schools,Middle Schools,High Schools,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

The annual event dropout rate describes the proportion of students who leave school each year without completing a high school program. The event dropout rates for the school year 2004-2005 of 1.68% for grades 7 through 12th and 2.40% for grades 9 through 12th are at the lowest levels in the past ten years. The event completion/graduation rate data for school year 2004-2005 are reported alongside with a longitudinal completion rate for the class of 2005. The event graduation rate represents the number of students enrolled in the senior class who graduate at the end of their senior year. The statewide event graduation rate for school year 04-05 is 94%. The longitudinal completion rate is an attempt to estimate a cohort rate for a class of students and calculate the percentage of students that complete the high school requirements for receiving a diploma or for receiving a certificate of attendance or other certificate of completion, in lieu of a diploma. The statewide longitudinal completion rate for the class of 2005 is 88%. Dropout Reporting Instructions are appended. (Contains 1 figure and 6 tables.)
Vermont Public School Dropout and High School Completion Report for the 2005-2006 School Year
Author: Vermont Department of Education
Date: 2007-04-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropout Rate,Graduation Rate,Enrollment Trends,High School Graduates,Elementary Schools,Middle Schools,High Schools,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

The annual event dropout rate describes the proportion of students who leave school each year without completing a high school program. The event dropout rates for the school year 2005-2006 of 1.99% for grades 7 through 12th and 2.85% for grades 9 through 12th are consistent with the dropout rates for the past four years. The event completion rate data for school year 2005-2006 are reported alongside with a cohort graduation rate for the class of 2006. The event completion rate represents the number of students enrolled in the senior class who graduate or complete school at the end of their senior year. The statewide event graduation rate for school year 2005-2006 is 91.34%. The cohort graduation rate is the percentage of students from a given class who receive a high school diploma. The cohort graduation rate for the class of 2006 is 85.12%. Dropout Reporting Instructions are appended. (Contains 1 figure and 6 tables.) [For the 2004-2005 edition of this report, see ED536801.]
Vermont Public School Dropout and High School Completion Report for the 2006-2007 School Year
Author: Vermont Department of Education
Date: 2009-01-29
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropout Rate,Graduation Rate,Enrollment Trends,High School Graduates,Elementary Schools,Middle Schools,High Schools,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Females,Males,Economically Disadvantaged,Disabilities,English Language Learners,Race

The annual event dropout rate describes the proportion of students who leave school each year without completing a high school program. The event dropout rates for the school year 2006-2007 of 2.18% for grades 7 through 12th and 3.08% for grades 9 through 12th are consistent with the dropout rates for the past four years. The event completion rate data for school year 2006-2007 are reported alongside with a cohort graduation rate for the class of 2007. The event completion rate represents the number of students enrolled in the senior class who graduate or complete school at the end of their senior year. The statewide event graduation rate for school year 2006-2007 is 91.83%. The cohort graduation rate is the percentage of students from a given class who receive a high school diploma. The cohort graduation rate for the class of 2007 is 86.41%. Dropout Reporting Instructions are appended. (Contains 1 figure and 11 tables.) [For the 2005-2006 edition of this report, see ED536802.]
Vermont Public School Dropout and High School Completion Report for the 2007-2008 School Year
Author: Vermont Department of Education
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropout Rate,Graduation Rate,Enrollment Trends,High School Graduates,Elementary Schools,Middle Schools,High Schools,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Females,Males,Economically Disadvantaged,Disabilities,English Language Learners,Race

The annual event dropout rate describes the proportion of students who leave school each year without completing a high school program. The event dropout rates for the school year 2007-2008 of 2.30% for grades 7 through 12th and 3.25% for grades 9 through 12th are consistent with the dropout rates for the past four years. The event completion rate data for school year 2007-2008 are reported alongside with a cohort graduation rate for the class of 2008. The event completion rate represents the number of students enrolled in the senior class who graduate or complete school at the end of their senior year. The statewide event graduation rate for school year 2007-2008 is 92.44%. The cohort graduation rate is the percentage of students from a given class who receive a high school diploma. The cohort graduation rate for the class of 2008 is 85.70%. Dropout Information is appended. (Contains 1 figure and 11 tables.) [For the 2006-2007 edition of this report, see ED536803.]
Vermont Public School Dropout and High School Completion Report for the 2008-2009 School Year
Author: Vermont Department of Education
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropout Rate,Graduation Rate,Enrollment Trends,High School Graduates,Elementary Schools,Middle Schools,High Schools,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Females,Males,Economically Disadvantaged,Disabilities,English Language Learners,Race

The annual event dropout rate describes the proportion of students who leave school each year without completing a high school program. The event dropout rates for the school year 2008-2009 of 2.04% for grades 7 through 12th and 2.89% for grades 9 through 12th are consistent with the dropout rates for the past four years. The event completion rate data for school year 2008-2009 are reported alongside with a cohort graduation rate for the class of 2009. The event completion rate represents the number of students enrolled in the senior class who graduate or complete school at the end of their senior year. The statewide event graduation rate for school year 2008-2009 is 93.77%. The cohort graduation rate is the percentage of students from a given class who receive a high school diploma. The cohort graduation rate for the class of 2009 is 85.60%. Dropout Information is appended. (Contains 1 figure and 11 tables.) [For the 2007-2008 edition of this report, see ED536804.]