ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Neighborhood Factors Associated with the Quality of Early Childhood Education in North Carolina? REL 2021-034
Author: Phillips, Beth M.
Date: 2020-00-00
Type: Reports - Research
Subjects: Neighborhoods,Educational Quality,Early Childhood Education,School Readiness,Rural Urban Differences,Community Characteristics,Young Children,Educational Certificates,Teaching Experience,Academic Standards,Census Figures,Proximity,Teacher Education

Evidence suggests that participation in high quality early childhood education supports the school readiness of young children. Therefore, it is important to understand whether children from different geographic regions, such as urban and rural neighborhoods, have comparable access to high quality programs. This study explores whether neighborhood (that is, census tract) characteristics are associated with the quality rating scores of early childhood education sites in North Carolina, after site-level characteristics are controlled for. The results suggest that neighborhood characteristics are only weakly associated with the quality rating scores. Results also indicate that the number of early childhood education sites within a neighborhood or adjacent neighborhood does not predict a site's quality rating scores, nor does the distance between a site and the nearest postsecondary institution with degree or certificate programs in early childhood education. [For the study snapshot, see ED608342. For the appendix, see ED608343.]
Are Neighborhood Factors Associated with the Quality of Early Childhood Education in North Carolina? Study Snapshot. REL 2021-034
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Neighborhoods,Educational Quality,Early Childhood Education,School Readiness,Rural Urban Differences,Community Characteristics,Young Children,Educational Certificates,Teaching Experience,Academic Standards,Census Figures,Proximity,Teacher Education

A primary goal of North Carolina's Quality Rating Improvement System is to encourage early childhood education sites to maintain and improve their programmatic and educational quality. Because higher quality sites can better support young children's school readiness, it is important for education leaders to understand the complex factors that may be associated with better quality in early childhood education sites. Understanding the predictors of quality can help policymakers direct resources to sites in ways that can improve quality. Some prior research has shown that the geographic location and the demographic and socioeconomic characteristics of the neighborhood in which early childhood education sites are located may be related to their quality, but the research is limited. This snapshot presents key findings from a study that explored whether knowing more about the location of early childhood education sites and the characteristics of the neighborhood (in this case, the census tract) in which they are situated would improve understanding of the factors that contribute to the quality of early childhood education opportunities available across North Carolina. [For the full report, see ED608341. For the appendix, see ED608343.]
Are Neighborhood Factors Associated with the Quality of Early Childhood Education in North Carolina? Appendix. REL 2021-034
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-10-00
Type: Reports - Research
Subjects: Neighborhoods,Educational Quality,Early Childhood Education,School Readiness,Rural Urban Differences,Community Characteristics,Young Children,Educational Certificates,Teaching Experience,Academic Standards,Census Figures,Proximity,Teacher Education

This appendix accompanies the report, &quot;Are Neighborhood Factors Associated with the Quality of Early Childhood Education in North Carolina? REL 2021-034.&quot; It describes the study's primary and supplemental sample selection procedures, how eligible postsecondary institutions for the study were identified, geocoding procedures, how counts and distance were calculated, and additional details on the analyses. [For the full report, see ED608341. For the study snapshot, see ED608342.]
An EM Algorithm for Estimating an Oral Reading Speed and Accuracy Model
Author: Potgieter, Cornelis
Date: 2017-05-30
Type: Reports - Descriptive
Subjects: Reading Rate,Oral Reading,Accuracy,Models,Measurement Techniques,Goodness of Fit,Mathematics,Computation,Maximum Likelihood Statistics,Monte Carlo Methods

This study proposes a two-part model that includes components for reading accuracy and reading speed. The speed component is a log-normal factor model, for which speed data are measured by reading time for each sentence being assessed. The accuracy component is a binomial-count factor model, where the accuracy data are measured by the number of correctly read words in each sentence. Both underlying latent components are assumed to be Gaussian in nature. In this paper, the theoretical properties of the proposed model are developed and an Monte Carlo EM algorithm for model fitting is outlined. The predictive power of the model is illustrated in a real data application.
Does the State Have Any Principal Certification and/or Endorsement Requirement Specific to Early Learning? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Principals,Certification,Credentials

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this resource and many others. The data in this document show that: (1) at least 13 states plus Washington, D.C., have principal credentials that cover the preschool through grade 12 span; (2) an additional five states include multiple principal credentials that may include birth through grade three, preschool through grade three and kindergarten through grade six; (3) six states have credentials specific to the elementary grades, generally kindergarten through grade six; and (4) twenty-five states have no statute, rules or regulations specific to this issue.
Beyond the Federally Required Third-Grade Assessments, What Other Assessments Are Required in Grades K-3? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Grade 3,Student Evaluation,Federal Regulation,Screening Tests,Formative Evaluation,Summative Evaluation,Reading Tests,Mathematics Tests,Diagnostic Tests

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 37 states plus the District of Columbia require assessments outside of federally required third-grade assessments. Additionally, states require a range of assessments across grades K-3, including screeners, diagnostic assessments, formative assessments and summative assessments.
What Are the Required Uses of Assessment Data in Statute? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Student Evaluation,Data Use,Data Analysis,Instructional Effectiveness,Intervention,Academic Standards,Reading Difficulties

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this resource and many others. The data in this document show that at least 28 states identify uses for K-3 assessment data in state policy. Requirements for data use range from identifying reading deficiencies to informing instruction and intervention.
Is There a Third-Grade Retention Policy? If So, What Exemptions Are Provided? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Grade 3,Grade Repetition,English Language Learners,Reading Comprehension,Alternative Assessment,Student Evaluation,Students with Disabilities,Individualized Education Programs

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this resource and many others. The data in this document show that at least 17 states and the District of Columbia require retention with good cause exemptions. Good cause exemptions outlined in state policy range from exemptions for students who are English language learners to students who demonstrate reading proficiency through alternative assessments and evaluations.
Does the State Define or Otherwise Address School Readiness? If Yes, What Is Included? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,School Readiness,Student Evaluation

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this resource and many others. The data in this document show that at least 16 states and the District of Columbia defined or otherwise addressed school readiness in statute or regulation. States may address school readiness in a variety of ways, including creating requirements for components to be included in a state entity's definition of school readiness, and specifying elements/domains that must be incorporated in school readiness assessments and programs.
ISD 287&apos;s Restorative Practices: Summary of Literature and Key Informant Interviews for School Year 2018-2019
Author: Turner, Lindsay
Date: 2019-04-00
Type: Reports - Research
Subjects: School Districts,Educational Practices,Justice,Educational Environment,School Safety,Educational Improvement,Program Evaluation,Outcomes of Education,Academic Achievement,Attendance,Teacher Student Relationship,Program Implementation

Intermediate School District 287 (ISD 287) provides intensive educational supports to its students. ISD 287 staff use a variety of practices to manage the school atmosphere, foster social connection, manage interpersonal conflict, and maintain school safety. Restorative practices comprise some of the tools that ISD 287 students, teachers, and staff use to create a safe, nurturing, and productive school environment. Wilder Research has been working with ISD 287 to evaluate restorative practices in the district. This evaluation combines two means of data collection. Researchers first conducted a brief search of the literature to determine which student outcomes improve after restorative practices are implemented in schools, and how school district leaders can improve restorative practices use in their districts. Wilder staff then interviewed ten people in positions of leadership in ISD 287 to understand whether and how ISD 287 administration may be best engaged to support restorative practices in the district. This report presents the themes that arose from the literature, followed by information raised by two or more key informants.
ISD 287&apos;s Student Safety Coaches: Summary of Literature and Staff Survey, School Year 2019-2020
Author: Turner, Lindsay
Date: 2020-06-00
Type: Reports - Research
Subjects: School Districts,School Safety,Coaching (Performance),Intervention,Behavior Modification,Police School Relationship,Employee Attitudes,School Personnel,Interpersonal Relationship,Conflict Resolution,Program Effectiveness,Program Improvement

Intermediate School District 287 (ISD 287) provides intensive educational supports to its students. Like many school districts across the nation and in Minnesota, IDS 287 has contracted with police departments to station police officers (called &quot;School Resource Officers&quot;) in school buildings. However, ISD 287 ended these contracts and, beginning in school year 2017-2018, have used district employees titled &quot;Student Safety Coaches&quot; to build positive relationships with students and staff, intervene in difficult moments, and promote safety in district buildings. This evaluation combines multiple means of data collection. Researchers first met with relevant staff and reviewed district job descriptions and training documents to complete a logic model for the Student Safety Coach program. Next, researchers conducted a brief search of the literature to determine what, if any, best practices exist for school-based behavior responders. Finding very little literature, as the move away from police officers in school and toward other means of behavior intervention is relatively new, researchers reviewed literature examining why schools may decide to stop using police officers in school, and what promising practices may be emerging for school-based behavior interventionists. Finally, researchers developed and disseminated an online survey to district staff to understand staff perceptions of impact and possible areas for improvement to the Student Safety Coach program.
What Interventions Are Available for Students in Grades K-3? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Intervention,Time on Task,Summer Schools,After School Education,Supplementary Education

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 39 states and the District of Columbia identify types of interventions in state policy. Additionally, identified interventions range from extended instructional time to individualized reading programs.
What Are the Teacher-to-Student Ratio Requirements and Class Size Maximums for Grades K-3? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Teacher Student Ratio,Class Size

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this resource and many others. The data in this document show that at least 28 states have statutes or regulations outlining teacher-to student ratios, ranging from a 1-15 ratio to a 1-25 ratio, with some states providing districts with oversight. An additional 10 states outline maximum class size, with the maximum class size for kindergarten of 33 students. Several states combine these in statute or regulation. Five states include laws that dictate funding must be used to lower teacher-to-student ratios when funds are available. Fourteen states and Washington, D.C., have no statutes or regulations regarding this issue.
What Are the Requirements for Pre-Service Qualifications and for Professional Development for In-Service Educators in Literacy for Grades K-3? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Preservice Teacher Education,Inservice Teacher Education,Literacy,Teacher Certification,Faculty Development

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this resource and many others. The data in this document show that at least 20 states have literacy requirements for pre-service and in-service educators. An additional 20 states have literacy requirements for teacher candidates, with three states having solely requirements for in-service professional development related to literacy. At least five states have grant funding that is used to provide in-service educators with professional development, subject to availability. Seven states plus Washington, D.C., do not specify requirements in statute or regulation; however, many states do outline professional development plans and resources online.
Effects of Community Sanitation Program on the Awareness of Environmental Sustainability in Assam, India
Author: Jena, Ananta Kumar
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Sanitation,Sustainability,Community Programs,College Faculty,College Students,Environmental Education,Medical Schools,Feedback (Response),Teacher Attitudes,Student Attitudes,Hospitals,Foreign Countries

Community sanitation is now an essential issue of environmental sustainability. In recently, community-led total sanitation program is going in Bangladesh, India, Indonesia, Pakistan, Ethiopia, and Kenya with the help of government and nongovernmental organizations. In this context, a community sanitation program was organized in Silchar, India, in which the students, local community members, and university professors directly and indirectly participated and gave their valuable feedback. The study aimed to evaluate the effects of community sanitation program on the awareness of environmental sustainability. In this empirical research design, 20 university students, 6 university professors, and 14 local people participated in the community sanitation and hands-on activity program organized on the roadside of Silchar Medical College &amp; Hospital and Irongmara Market nearer to the Assam University, Silchar. The participants' responses towards the feedback cum questionnaire was analyzed by Kruskal-Wallis H test resulted significant effects of community sanitation program on the awareness of environmental sustainability.
Does the State Have Policies in Place Limiting Suspension and/or Expulsion of K-3 Students? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Discipline Policy,Suspension,Expulsion

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 17 states have a provision in statute or regulation limiting the suspension or expulsion of students in preschool through third grade. Additionally, many of these policies come with various exceptions for specific activities, typically related to school safety.
What Are the Mental Health and Trauma Training Requirements for K-3 Teachers? 50-State Comparison: State K-3 Policies
Author: Education Commission of the States
Date: 2020-09-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Primary Education,Mental Health,Elementary School Teachers,Preschool Teachers,Teacher Education,Inservice Teacher Education,Principals,Prevention,Trauma

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 27 states and the District of Columbia have provisions in statute or regulation to require or encourage teacher training and professional development on student mental health and trauma-informed practices.