ethanporcaro/eric-fulltext-meta huggingface dataset:
Communicating Career Technical Education: Learner-Centered Messages for Effective Program Recruitment
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-04-00
Type: Reports - Research
Subjects: Communication Strategies,Vocational Education,Student Recruitment,Program Effectiveness,Secondary School Students,African American Students,Hispanic American Students,Low Income Students,Parent Attitudes,Learning Experience,Disproportionate Representation

Effective recruitment into Career Technical Education (CTE) programs requires framing CTE to meet the needs and aspirations of each learner and their parent/guardian. This Advance CTE report provides insights on what families value in their education; elevates what aspects and messages about CTE that most resonate as well as the go-to messengers for information about these programs; and identifies equity gaps and corresponding message tailoring to reach each learner. The report provides tested messages about the value and benefits of CTE that resonate with families based on ten focus groups and an online national survey of over 2,100 families in middle and high school both considering and participating in CTE. This report is an update to similar research conducted in 2017, with an additional emphasis on messaging for Black and Latinx families and families experiencing low income. Despite major transformations to learning and work, many of the messages and themes from 2017 still resonate today while providing a refresh through message tailoring to address equity gaps. [For the related 2017 research, &quot;The Value and Promise of Career Technical Education: Results from a National Survey of Parents and Students,&quot; see ED616488.]
School Life: Official Journal of the U.S. Office of Education. Volume XXX. October 1947-July 1948
Author: Jones, Olga A., Ed.
Date: 1949-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,War,Veterans Education,Adult Education,Public Health,Educational Finance

This document contains the October 1947 through July 1948 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, immediate postwar issues related to U.S. education, veterans' education and training, adult education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXX index is included.
The Value and Promise of Career Technical Education: Results from a National Survey of Parents and Students
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2017-04-00
Type: Reports - Research
Subjects: Vocational Education,Parent Attitudes,Student Attitudes,Aspiration,College Attendance,Program Effectiveness,Job Skills,Satisfaction,Student Experience,College Readiness,Career Readiness,Educational Quality,Secondary School Students

Career Technical Education (CTE) has come a long way in the last decade. CTE programs not only teach students real-world knowledge and skills, but increasingly provide opportunities for dual enrollment, industry-recognized credentials and meaningful work-based learning experiences. Yet, despite the many benefits of CTE -- including a graduation rate for CTE students that is 93 percent, compared to a national average of 82 percent -- there are still challenges with limited awareness and outdated perceptions of CTE. Enrollment in CTE programs has remained stagnant over the last decade while demand soars for skilled employees in today's global economy. If we are to prepare all learners for success in the careers of their choice, more parents and students need to understand all that CTE has to offer them. Advance CTE, with support from the Siemens Foundation, commissioned focus groups and a national survey to explore the attitudes of parents and students currently involved in CTE, as well as prospective CTE parents and students, to better understand the promise and opportunity of CTE.
School Life: Official Journal of the Office of Education. Volume XXXI. October 1948-June 1949
Author: Federal Security Agency, US Office of Education (ED)
Date: 1949-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Veterans Education,Adult Education,Public Health,Educational Finance

This document contains the October 1948 through June 1949 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, veterans' education and training, adult education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXXI index is included.
Establishing Standards of Best Practice in Automated Scoring. ACT Research. Technical Brief
Author: Wood, Scott
Date: 2021-07-00
Type: Information Analyses
Subjects: Standards,Best Practices,Computer Assisted Testing,Scoring,Automation,Ethics,Technology Uses in Education,Student Evaluation,Accountability,Accuracy,Evaluation Criteria,Test Bias

For assessment professionals who are also automated scoring (AS) professionals, there is no single set of standards of best practice. This paper reviews the assessment and AS literature to identify key standards of best practice and ethical behavior for AS professionals and codifies those standards in a single resource. Having a unified set of AS standards is important for several reasons. First, given that AS is an emerging technology in educational assessment, it is important to establish guidelines of good practice for professionals and stakeholders learning to use this new technology. Second, due to the wide variety of professionals involved in AS technology development (e.g., psychometricians, linguists, data scientists, and computer programmers), a unified set of standards would guide these diverse professionals toward common objectives. Third, and most importantly, having standards for which stakeholders can hold AS professionals accountable can provide stakeholders with greater confidence in the use of AS. This report describes the methods used to identify, review, and summarize the standards and recommendations in the AS literature. This is followed by a summary of 10 important, high-level standards for AS professionals. Each standard is supported by exemplar citations from the AS literature. A summary and references list appear at the end of the report.
Newark Kids Count 2012-2013: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Population Trends,Geographic Location,Children,Adolescents,Well Being,Racial Differences,Ethnicity,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Family Income,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Housing,Ownership,Hunger,Nutrition,Breakfast Programs,Lunch Programs,Charter Schools,Infants,Prenatal Care,Body Weight,Death,Diseases,Health Insurance,Child Welfare,Child Abuse,Child Neglect,Child Care Centers,Home Programs,Preschool Education,Elementary Secondary Education,Enrollment Trends,Special Education,Homeless People,Attendance,Standardized Tests,Scores,College Readiness,Career Readiness,Academic Achievement,Graduation Rate,College Entrance Examinations,Postsecondary Education,Early Parenthood,Sexually Transmitted Diseases,Delinquency,Institutionalized Persons,Correctional Institutions,Child Health

Published annually since 1997, Newark Kids Count tracks key trends in child health and well-being in New Jersey's largest city with the latest statistics available. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: population and demographics, family economic security, affordable housing, food insecurity, child health, child protection, child care, education, and teens. This year's data book features a special section on Newark children from infancy to age 5. [For &quot;Newark Kids Count 2010: A City Profile of Child Well-Being,&quot; see ED519935.]
Newark Kids Count 2014: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Population Trends,Geographic Location,Children,Adolescents,Well Being,Racial Differences,Ethnicity,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Family Income,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Housing,Ownership,Hunger,Nutrition,Breakfast Programs,Lunch Programs,Charter Schools,Infants,Prenatal Care,Body Weight,Death,Diseases,Health Insurance,Child Welfare,Child Abuse,Child Neglect,Child Care Centers,Home Programs,Preschool Education,Elementary Secondary Education,Enrollment Trends,Special Education,Homeless People,Attendance,Standardized Tests,Scores,College Readiness,Career Readiness,Academic Achievement,Graduation Rate,College Entrance Examinations,Postsecondary Education,Early Parenthood,Sexually Transmitted Diseases,Delinquency,Institutionalized Persons,Correctional Institutions,Child Health

Published annually since 1997, Newark Kids Count tracks key trends in child health and well-being in New Jersey's largest city with the latest statistics available. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: population and demographics, family economic security, affordable housing, food insecurity, child health, child protection, child care, education, and teens. [For &quot;Newark Kids Count 2012-2013: A City Profile of Child Well-Being,&quot; see ED616492.]
A Learning Experiment: Developing Critical Thinking Skills with Adaptive Courseware. A Case Study of Adaptive Learning Technology in Science
Author: Achieving the Dream, Inc.
Date: 2021-10-00
Type: Reports - Research
Subjects: Courseware,Introductory Courses,Community Colleges,Computer Uses in Education,Curriculum Design,Instructional Effectiveness,Technology Integration,College Science,Critical Thinking,Science Instruction

Achieving the Dream (ATD) is one of 12 higher education and digital learning organizations that make up the Every Learner Everywhere (Every Learner) Network, whose mission is to help higher education institutions improve and ensure more equitable student outcomes through advances in digital learning, particularly among poverty-impacted, racially minoritized, and first-generation students. Every Learner partners are addressing high failure rates in foundational courses through the provision of scalable, high-quality support to colleges and universities seeking to implement adaptive courseware on their campuses. As part of its ongoing effort to help community colleges develop effective teaching and learning practices, ATD is working with seven community colleges in Florida, Ohio, and Texas on this initiative, providing coaching and direct support to the colleges, fostering collaboration within and among the participating institutions, and serving as a liaison to the Every Learner network. The following case study is part of a series of studies conducted by ATD examining how adaptive courseware is implemented at those institutions as well as how courseware is used in particular disciplines to better serve students. Case studies are based on a series of interviews with college leaders, faculty, instructional designers, developers, technology specialists and students who were enrolled in classes using the courseware.
With Learners, Not for Learners: A Toolkit for Elevating Learner Voice in CTE
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-08-00
Type: Guides - Non-Classroom
Subjects: Vocational Education,Student Participation,Participative Decision Making,Student Empowerment,Educational Policy,Educational Practices,Readiness,Worksheets,Scoring Rubrics,Strategic Planning,Partnerships in Education,Equal Education,Educational Legislation,Federal Legislation

This toolkit provides state and local CTE leaders with actionable resources, guidance and tools to ensure CTE learner voices are elevated and heard for the improvement of CTE policies and practices. The learner voice is often neglected when decisions are made about Career Technical Education (CTE) programs, even though learners themselves are affected directly by these programs and have invaluable first-hand experiences. Engaging learners, families and key community partners to share their unique experiences with the CTE system to inform and improve upon programs and supports is important to achieve &quot;Without Limits: A Shared Vision for the Future of Career Technical Education&quot; (CTE Without Limits). It is therefore critical for state and local CTE leaders to engage learners intentionally and ongoing in the decision making process within the career preparation ecosystem. By empowering learners to be key stakeholders, high-quality programs and policies can better address learner needs and break down barriers -- particularly for historically marginalized populations. Supplemental resources are provided in this toolkit to assist CTE leaders in processing new information and ideas, identifying the most important next steps, and highlighting areas where action is most needed: (1) A rubric to assess your commitments for engaging CTE Learners; (2) A worksheet to assess organizational readiness to elevate learner voice in CTE; (3) Sample focus group questions for current CTE learners; and (4) A worksheet for developing a strategy to elevate learner voice in CTE.
Increasing Gatekeeper Completion: Three-Semester Findings from an Experimental Study of Multiple Measures Assessment and Placement
Author: Cullinan, Dan
Date: 2021-12-00
Type: Reports - Research
Subjects: Academic Persistence,Student Placement,Student Evaluation,Remedial Instruction,Evaluation Methods,College Mathematics,College English,Placement Tests,Grade Point Average,College Entrance Examinations,Measures (Individuals),Community Colleges,Two Year College Students,Outcomes of Education,Cost Effectiveness

Colleges throughout the United States are evaluating the effectiveness of their strategies to place entering students into college-level or developmental education courses. Developmental, or remedial, courses are designed to advance the reading, writing, and math skills of students who are deemed academically underprepared for college-level courses. Placements have traditionally been determined through standardized placement testing; however, through evaluating additional types of placement tests, high school transcripts, and evaluations of student motivation, multiple measures assessments (MMAs) are becoming an increasingly popular tool to place students with greater nuance. Colleges must decide what measures to include, and how to combine them. This study was developed to add to the understanding of the implementation, cost, and efficacy of an MMA system using locally determined rules. As part of a randomized controlled trial, the study team evaluated MMA programs and observed 17,203 student performances across five colleges in Minnesota and Wisconsin over the course of the fall 2018, spring 2019, and fall 2019 semesters. This report examines the impacts of MMA on math and English gatekeeper course completion and college-level credit accumulation three semesters after students' initial placement. This report also analyzes the predictive utility of high school GPA, placement tests, and the noncognitive assessments used by the study colleges.
Newark Kids Count 2015: A City Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Population Trends,Geographic Location,Children,Adolescents,Well Being,Racial Differences,Ethnicity,One Parent Family,Grandparents Raising Grandchildren,Economically Disadvantaged,Poverty,Family Income,Employment Level,Unemployment,Tax Credits,Family Programs,Federal Programs,Welfare Services,Housing,Ownership,Hunger,Nutrition,Breakfast Programs,Lunch Programs,Charter Schools,Infants,Prenatal Care,Body Weight,Death,Diseases,Health Insurance,Child Welfare,Child Abuse,Child Neglect,Child Care Centers,Home Programs,Preschool Education,Elementary Secondary Education,Enrollment Trends,Special Education,Homeless People,Attendance,Standardized Tests,Scores,College Readiness,Career Readiness,Academic Achievement,Graduation Rate,College Entrance Examinations,Postsecondary Education,Early Parenthood,Sexually Transmitted Diseases,Delinquency,Institutionalized Persons,Correctional Institutions,Child Health

Published annually since 1997, Newark Kids Count tracks key trends in child health and well-being in New Jersey's largest city with the latest statistics available. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: the state of children and families, family economic security, affordable housing, food insecurity, child health, child protection, child care, education, and teens. [For &quot;Newark Kids Count 2014: A City Profile of Child Well-Being,&quot; see ED616493.]
Brave Dialogues: A Guide to Discussing Racial Equity in Career Technical Education. Making Good on the Promise. Participant Version
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-08-00
Type: Guides - Non-Classroom
Subjects: Racial Bias,Equal Education,Vocational Education,Self Evaluation (Individuals),Reflection,Self Concept,Values,Knowledge Level,Cultural Influences,Ethnic Diversity,Racial Differences,Social Bias,Identification (Psychology),Skill Development,Discussion (Teaching Technique),Leadership Responsibility,Educational History,United States History,School Districts,State Policy,Board of Education Policy,School Policy,Social Justice,Educational Practices,Secondary Education,Postsecondary Education,Student Diversity,Power Structure,Gender Bias

The purpose of &quot;Brave Dialogues: A Guide to Discussing Racial Equity in Career Technical Education&quot; is to provide state Career Technical Education (CTE) leaders with tools to engage in discussion around racial equity in CTE and to support state CTE leaders in creating an environment in which all stakeholders have the language and comfort to discuss challenges and opportunities related to racial equity in CTE. This new resource is a part of the Making Good on the Promise Series confronting the negative aspects of CTE's legacy and defining the key challenges learners face today. Through six sessions ranging from 60 to 90 minutes, this guide will walk participants of brave dialogue through critical self-reflection. The critical self-reflection framework has three components: (1) Awareness: Participants become aware of their own values, assumptions and biases as it relates to issues of race and race relations and what impact those biases may have on others; (2) Knowledge: Participants become knowledgeable of cultural heritage, life experiences and historical backgrounds of diverse groups in society. They understand how these differences impact the choices and behaviors of people who belong to different cultural, racial and ethnic groups; how those differences are frequently perceived by society and what meanings are attached to them; and an understanding of within group differences and the intersection of multiple identities; and (3) Skills: Participants apply and translate the awareness and knowledge components of the framework towards critical self-reflection into good policy and practice. This resource is the participant version of the discussion guide, facilitators should use the facilitator guide to be prepared to lead the discussions included in the guide. [For the facilitator guide, see ED616501.]
Career Readiness Metrics Framework: A Continuum of Actionable Measures of Career Development and Readiness
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-09-00
Type: Guides - Non-Classroom
Subjects: Career Readiness,Career Development,Educational Legislation,Federal Legislation,Vocational Education,Data Collection,Evaluation Methods,Student Evaluation,Educational Indicators,Accountability,Progress Monitoring,Outcome Measures

With the recent reauthorization of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), unprecedented philanthropic investment in career pathways, and the urgent economic needs of the COVID-19 (coronavirus) pandemic, the career readiness field is at a critical moment in time. To meet this moment, states, districts, colleges and organizations should pause to reflect on the career readiness data they collect and ensure that the information is relevant and actionable. This Career Readiness Metrics Framework presents a comprehensive list of metrics that span middle school through adulthood and provides a standard for practitioners, policymakers and researchers to evaluate whether learners are on track for and progressing through their career pathways. It should serve as a resource to help leaders at the state and local levels go beyond traditional accountability systems and select, refine and prioritize career readiness indicators from middle school through adulthood.