ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Role and Adoption of Technology-Based Training and Employment Services. Final Report
Author: Gan, Katherine N.
Date: 2013-09-27
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,State Policy,Online Surveys,Program Implementation,Administrator Attitudes,Labor Force Development,Labor Legislation,Federal Legislation,Teaching Methods,Geographic Location,State Programs,Context Effect,Training,Delivery Systems,Postsecondary Education,Higher Education

The dramatic evolution of computer and communications technology, coupled with an ever-increasing emphasis on cost-effectiveness, underscores the potential of technology-based learning (TBL), or elearning, in the public workforce investment system. The U.S. Department of Labor (the Department), Employment and Training Administration (ETA) launched a national initiative in 2008 to systematically explore TBL's role and its adoption within the workforce system. With funding from the Department, Abt Associates conducted a study during 2012-2013 to collect descriptive information about the use of TBL at the state and local levels of the workforce system. Data about state policies and support for TBL were collected in an online survey of state workforce agency (SWA) administrators (82 percent response rate), and data about local implementation of TBL were collected in an online survey of the Executive Directors of Local Workforce Investment Boards (LWIBs; 69 percent response rate). This report presents the findings from those surveys. Specifically, it provides a description of SWAs' efforts to promote and support TBL, as well as actual adoption and use of TBL at the local level in providing Workforce Investment Act (WIA) services. These include WIA Title I core, intensive, and training services and WIA Title II educational services. The report also identifies factors that appear to facilitate or impede state supports for TBL and local use of TBL.
2010 American Community Survey/Puerto Rico Community Survey: Group Quarters Definitions
Author: US Census Bureau
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Place of Residence,Housing,Adults,Correctional Institutions,Institutionalized Persons,Juvenile Justice,Residential Programs,Health Facilities,Residential Schools,Disabilities,College Housing,Military Personnel,Emergency Programs,Homeless People,Group Homes,Rehabilitation,Religious Organizations,Employees

A group quarters is a place where people live or stay, in a group living arrangement, that is owned or managed by an entity or organization providing housing and/or services for the residents. This is not a typical household-type living arrangement. These services may include custodial or medical care as well as other types of assistance, and residency is commonly restricted to those receiving these services. People living in group quarters are usually not related to each other. Group quarters include such places as college residence halls, residential treatment centers, skilled nursing facilities, group homes, military barracks, correctional facilities, and workers' dormitories.
PARCC Data Privacy &amp; Security Policy: Adopted by the PARCC Governing Board
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Student Records,Privacy,Confidentiality,Information Management,Information Dissemination,Information Security,Risk Management,Student Evaluation,Educational Research,State Departments of Education

The Partnership for Assessment of Readiness of College and Careers (&quot;PARCC&quot;) is a non-profit consortium of states that have organized themselves to develop new assessment systems that measure student knowledge and skills against a common set of college- and career-ready standards in mathematics and English language arts in a way that covers the full range of those standards, elicits complex student demonstrations or applications of knowledge and skills, as appropriate, and provides an accurate measure of student achievement across the full performance continuum and an accurate measure of student growth over a full academic year or course. This effort is managed by PARCC, Inc., a non-profit organization created by the consortium. In addition, individual states that are members of the consortium obtain services to develop and implement their assessment systems from contractors that are engaged through the consortium, for example, by &quot;piggy-backing&quot; on or joining contracts awarded by a lead state in the consortium, or by awarding their own contracts to these contractors. Personally Identifiable Information (&quot;PII&quot;) on students, including information on their performance on the assessments and limited student demographic information, will be provided to these contractors by states and may also be provided to PARCC, Inc. and PARCC, Inc.'s contractors as necessary to develop and implement the assessment systems. This Policy describes: (1) what steps must be taken to protect PII that is accessed by or provided to PARCC Contractors or PARCC, Inc.; (2) how that information is used; (3) with whom PARCC Contractors or PARCC, Inc. shares that information, and (4) the steps PARCC Contractors or PARCC, Inc. take to protect the security of that information. This Policy also describes briefly the responsibility that member state educational agencies have for controlling access to the information maintained by PARCC Contractors or PARCC Inc.
Forum Guide to Collecting and Using Attendance Data. NFES 2017-007
Author: National Forum on Education Statistics (ED)
Date: 2018-01-00
Type: Guides - Non-Classroom
Subjects: Attendance,Data Collection,Elementary Secondary Education,Correlation,Academic Achievement,Success,Enrollment,Withdrawal (Education),Taxonomy,Barriers,Data Analysis,Responsibility,Stakeholders,Instructional Program Divisions,Virtual Classrooms,Online Courses,School Community Relationship,Best Practices,Information Management,School Personnel

The purpose of this document is to recommend practices that will help education agencies collect, report, and use attendance data to improve student and school outcomes. This publication substantively revises and expands the information included in &quot;Every School Day Counts: The Forum Guide to Collecting and Using Attendance Data,&quot; published in 2009, and incorporates current best practices, real-world examples, and role-specific tip sheets. It is designed to help state and local education agency (SEA and LEA) staff improve their attendance data practices. One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decision-makers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce best practice guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. Improving student attendance data quality, collection, reporting, and use is one of those high-interest areas, and this document aims to provide best practices that meet the common needs of the education community, as determined by the collective experience of working group members. This document focuses on attendance data from the perspectives of the education data community and does not attempt to present a comprehensive account of the many issues related to student attendance. [For &quot;Every School Day Counts: The Forum Guide to Collecting and Using Attendance Data,&quot; see ED504716.]
Count All Kids: Using the 9th Grade Cohort to Improve Transparency and Accountability. Accountability and Public Reporting
Author: Achieve, Inc.
Date: 2016-09-29
Type: Reports - Evaluative
Subjects: High School Students,Grade 9,College Readiness,Career Readiness,Cohort Analysis,Accountability,Educational Indicators,Scoring,Credits

Every state has made the college and career readiness of its high school graduates a major priority, but few are doing a good job monitoring how well the education system is delivering on that goal. States mostly rely on high school graduation rates to gauge progress. While there have been signifcant improvements in the high school graduation rate, the evidence is clear--from results on college- and career-ready (CCR) high school assessments; college admission assessments; postsecondary remediation rates; and surveys of graduates, employers, college faculty, etc.--that for too many, earning a diploma does not signify readiness for postsecondary success. What states report and whom they include in their college and career readiness measures contributes to this problem. The purpose of this brief is to examine how states could provide a more accurate picture of the college and career readiness of their high school students that sends the message that all students need to graduate college and career ready and incentivizes schools and districts to focus on that goal.
How States Are Making Career Readiness Count: A 2016 Update
Author: Achieve, Inc.
Date: 2016-00-00
Type: Reports - Research
Subjects: Career Readiness,State Standards,Educational Indicators,Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,Reports,Geographic Location,Postsecondary Education,College Readiness

As states continue to evolve and implement their accountability and public reporting systems in 2016 and beyond, they have an opportunity to select indicators that inform continuous improvement, guide decisions about resource allocation, inform policies, capture progress, and factor into accountability determinations. Achieve and Advance CTE have partnered to release a status update on states' use of career-ready indicators in their public reporting and accountability systems, including highlights from several states at the forefront of this work. The brief includes considerations for using the indicators, appendices that provide details on how states define the indicators they use in their public reporting and/or accountability systems (through accountability formulas and bonus points or rewards), and a glossary that defines key terms.
PARCC Model Content Frameworks: Mathematics Grades 3-11. Version 5.0
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Elementary School Mathematics,College Readiness,Career Readiness,Common Core State Standards,Program Content,Academic Standards,Grouping (Instructional Purposes),Secondary School Mathematics,Algebra,Geometry,Mathematics Tests,Evaluation Methods

As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for mathematics to serve as a bridge between the Common Core State Standards and the PARCC assessments. The Model Content Framework for Mathematics for each grade is written with the expectation that students develop content knowledge, conceptual understanding and expertise with the Standards for Mathematical Practice.
PARCC College- and Career-Ready Determination Policy in English Language Arts/Literacy and Mathematics &amp; Policy-Level Performance Level Descriptors
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,English,Language Arts,Literacy,Mathematics,Academic Achievement,Postsecondary Education,Educational Policy,Student Evaluation,Standardized Tests,Scores,Academic Standards,Elementary Secondary Education

The &quot;PARCC College- and Career-Ready (CCR) Determinations in ELA/literacy and mathematics&quot; describe the academic knowledge, skills, and practices in English language arts/literacy and mathematics students must demonstrate to show they are able to enter directly into and succeed in entry-level, credit-bearing courses and relevant technical courses in those content areas at two- and four-year public institutions of higher education. The CCR Determination will provide policymakers, educators, parents, and students with a clear signal about the level of academic preparation needed for success in these postsecondary courses. It will provide a strong indicator of college and career readiness that can be used to set performance goals at any level and show progress towards those goals. Finally, students who attain a CCR Determination in ELA/literacy and/or mathematics will have a tangible benefit--direct entry into relevant entry-level, credit-bearing courses without need for remediation.
Projections of Education Statistics to 2026. Forty-Fifth Edition. NCES 2018-019
Author: Hussar, William J.
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Elementary Secondary Education,Geographic Location,Enrollment Trends,Racial Differences,Ethnic Groups,Elementary School Teachers,Secondary School Teachers,High School Graduates,Expenditures,Educational Finance,College Attendance,College Freshmen,Academic Degrees,Gender Differences,Statistics,Private Schools,Public Schools,Educational Trends,Prediction,Tables (Data)

&quot;Projections of Education Statistics to 2026&quot; is the 45th report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting postsecondary institutions. This report provides revisions of projections shown in &quot;Projections of Education Statistics to 2025&quot; and projections of enrollment, graduates, teachers, and expenditures to the year 2026. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2026 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appendix A of this report outlines the projection methodology and describes the models and assumptions used to develop the national and state projections. The enrollment models use enrollment data and population estimates and projections from NCES, the U.S. Census Bureau, and the economic forecasting service IHS Global Inc. The models are based on the mathematical projection of past data patterns into the future. The models also use projections of economic variables from IHS Global Inc. The projections presented in this report are based on assumptions for the fertility rate, internal migration, net immigration, and mortality rate from the Census Bureau. [For &quot;Projections of Education Statistics to 2025. Forty-Fourth Edition. NCES 2017-019,&quot; see ED576296.]
Analysing Moral Behaviours of Secondary School Students Who Are Doing Sports or Not
Author: Sahin, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Predictor Variables,Physical Education,Student Participation,Student Behavior,Sport Psychology,Ethics,Social Justice,Student Attitudes,Foreign Countries,Statistical Analysis

The purpose of this research was to determine the moral behaviour in terms of some variables of the students who are participating in school sports or not. In this research participated in totally 191 students, all of them having education at different educational situation in Burdur city centre. ''Sportmanship Scale for Physical Education Lesson'' developed by KOC.SPSS 22.0 and Mplus 7.0 Windows programmes were used in statistical analysis of data obtained from research. In the end of the research, independent samples T-test was applied for students' morally behavior, for the sports games in order to know whether there are differences by gender or not. According to the analysis result, there are no differences between male and female students' moral conduct score. For understanding the effects of age groups of the students, 6th, 7th and 8th grades were compared using ''Analysis of Variance'' (ANOVA). This comparison results showed meaningful differentiation for age groups of the students' moral behaviour in sports games. At the same time students who attended both physical education lesson and school competitions had a significant difference in scores of appropriate behaviour. As a result, students who participate in competitions have more appropriate behaviour score than the ones which only participate in physical education lessons.
Leading Educational Change: The Practices of Transformational Leadership in the Ethiopian Technical Vocational Education and Training (TVET) Institutions
Author: Kedir, Keyredin
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Transformational Leadership,Vocational Education,Technical Institutes,Semi Structured Interviews,Questionnaires,Statistical Inference,Program Implementation,Barriers,Best Practices,Research Design,Sample Size,Leadership Styles,Measures (Individuals),Qualifications,Statistical Analysis

The main purpose of this study is to assess the degree to which transformational leadership was practiced in the technical vocational education and training institutions (TVETIs) of Ethiopia. To this end, cross-sectional survey research design was adopted. The study was conducted in seven government TVET institutions selected through simple random sampling techniques. From these institutions, 122 participants were selected through proportionate, simple random and purposive sampling techniques. Questionnaire and interview were employed to collect data from teachers and leaders respectively. Both descriptive and inferential statistics, including mean, standard deviation and independent sample t-test were used to analyze the quantitative data. The data gathered through interviews were analyzed qualitatively using narration. The study found that the five transformational leadership models were being practiced low or below average in the TVET institutions. But, when the models were independently considered, the variable enabling others to act and model the way were rated relatively high whereas the remaining three leadership practices, inspiring a shared vision, challenging the process and encouraging the heart were rated low by the respondents. The result shows that majority of the trainers in the TVETIs were not satisfied with the leaders' engagement in the five leadership practice of Kouzes and Posner's transformational leadership models. Leaders' failure to effectively lead change and innovation, lack of professional support for TVETI leaders and their incapability to use various approaches in securing and utilizing resources were the major problems hindered effective implementation of change in the institutions. It is recommended that the Oromia TVET commission should plan and invest resources in the development of leadership in the TVETIs of the region. The plan should focus on the utilization of best leadership practices that directly influence institutional effectiveness, relevant to the management of training institutions.
PARCC Model Content Frameworks: English Language Arts/Literacy Grades 3-11. Version 2.0
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,English Instruction,Language Arts,Literacy Education,Common Core State Standards,Elementary School Students,Secondary School Students,Educational Assessment,Academic Standards,Models,Charts,Writing Skills,Speech Skills,Listening Skills,Units of Study,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for English language arts/literacy (ELA/Literacy) to serve as a bridge between the Common Core State Standards and the PARCC assessments. The Model Content Framework for each grade level (grades 3-11) is divided into four sections: (1) Narrative Summary of the ELA Standards; (2) The Model Content Framework Chart; (3) Key Terms and Concepts for the Model Content Framework Chart; and (4) Writing and Speaking and Listening Standards Progressions Charts.
PARCC Model Content Frameworks: A Companion to the Common Core State Standards. Mathematics: Kindergarten through Grade 2
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,Kindergarten,Grade 1,Grade 2,Mathematics Instruction,Elementary School Mathematics,Formative Evaluation,Educational Resources,Teaching Methods,Mathematics Skills,Instructional Program Divisions,Diagnostic Tests

As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing Kindergarten through Grade 2 Model Content Frameworks for Mathematics (K-2 Model Content Frameworks) to serve as a bridge between the Common Core State Standards (CCSS) and the PARCC non-summative tools. The PARCC K-2 Model Content Frameworks are voluntary resources meant to be used as a companion to the Common Core State Standards to help educators and those developing aligned curricula and instructional materials. The frameworks help clarify the standards by illustrating how key content shifts from Kindergarten through Grade 2 coherently to Grade 3 and beyond. They also serve as an example of how teachers and curriculum writers may frame instruction using the standards across the academic year.
Building the Capacity of State Boards to Lead for Equity and Excellence. Policy Update. Vol. 24, No. 11
Author: Charis, Kimberly
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Educational Quality,Equal Education,Achievement Gap,Board of Education Role,Change Strategies,Capacity Building

For decades, state boards of education have been developing policies to deliver quality education to all students and overseeing implementation of those policies. Yet students still attend schools that often are racially segregated and underresourced and receive instruction of uneven quality. Whether they are reviewing teacher preparation programs, setting rigorous academic standards, or examining exclusionary discipline practices, much depends on the state board's collective capacity to lead in advancing equity. This NASBE policy update offers state boards a means to address these issues through structured discussions of equity, the achievement gap, and what state boards need to lead for equity and excellence.
State Role in Incubating School Improvement Networks. Policy Update. Vol. 24, No. 12
Author: Colletti, Gary
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Networks,State Boards of Education,Board of Education Role,Teamwork,Public Education,Educational Policy

States, districts, and schools across the country are forming &quot;networked improvement communities&quot; to address problems of practice, make changes based on data, and make connections across schools. These networks build capacity to improve schools, ensure effective change processes are in place, and make it possible to bring innovations to scale. This NASBE policy update explores how statewide networked improvement communities work and how state boards of education can nurture them.