ethanporcaro/eric-fulltext-meta huggingface dataset:
2021-2022 Student Performance in the Cambridge Advanced International Certificate of Education Program. Research Brief. Volume 2202
Author: Tirado, Andrea
Date: 2023-01-00
Type: Reports - Research
Subjects: Academic Achievement,Advanced Placement Programs,High School Students,Hispanic American Students,African American Students,Achievement Tests,Public Schools,Student Participation,Scores,White Students,Racial Differences,COVID-19,Pandemics

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the Cambridge Advanced International Certificate of Education (AICE) Program. Cambridge courses and assessments were offered at 18 MDCPS high schools in 2021-2022. Over 13,700 assessments were completed by M-DCPS students in 34 subject areas in 2021-2022. The number of AICE assessments completed in M-DCPS increased by 1% from 2020-2021 to 2021-2022. Overall, the percentage of AICE assessments receiving passing scores decreased by eleven percentage points, from 84% in 2020-2021 to 73% in 2021-2022. From 2020-2021 to 2021-2022, the percentage of assessments receiving passing scores decreased by one percentage point for Hispanic and Black students, increased by two percentage points for White students, and remained stable for students classified as &quot;Other&quot;. At the conclusion of the 2021-2022 school year, 78% of eligible M-DCPS students received AICE diplomas, an eleven-percentage points decrease from 2020-2021.
2020-21 MSEP Data Report. Midwest Student Exchange Program (MSEP)
Author: Midwestern Higher Education Compact
Date: 2021-10-00
Type: Numerical/Quantitative Data
Subjects: Institutional Cooperation,Tuition,Interstate Programs,Higher Education,Enrollment Trends,Out of State Students,Student Exchange Programs,Costs,Program Administration,Data Collection,Educational Policy,Educational Objectives,Educational Finance,Access to Education,College Students,Intellectual Disciplines

Over the last two years the Midwestern Higher Education Compact (MHEC) staff conducted a thorough program review to determine the current relevance and value of the Midwest Student Exchange Program (MSEP). This culminated in the report &quot;Student Reciprocity Programs and MSEP in the 21st Century&quot; (ED627191) which utilized historical MHEC documents, recent publications around student exchange programs, interviews, and surveys. As a result, a set of observations and recommendations have been identified. They included: (1) clarifying MSEP goals; (2) updating and optimizing MSEP policies; (3) improving, expanding, and supporting MSEP data collection; and (4) improving MSEP administration and staffing. This report has a new look and additional data to serve the needs of a wider and more diverse group of compact stakeholders. In 2020-21, students and families in Midwest states saved more than $60 million through MHEC's Midwest Student Exchange Program, which provides more affordable opportunities for students to attend out-of-state institutions and serves as the Midwest's largest multi-state tuition reciprocity program. Currently, more than 80 colleges and universities in Indiana, Kansas, Minnesota, Missouri, Nebraska, North Dakota, Ohio, and Wisconsin participate. The 2020-21 MSEP Data Report offers a snapshot of enrollment and savings statistics. [For &quot;2017-18 Enrollment Data: An Easy Way to Save Money on Out-of-State Tuition Costs. Midwest Student Exchange Program (MSEP),&quot; see ED627237.]
2017-18 Enrollment Data: An Easy Way to Save Money on Out-of-State Tuition Costs. Midwest Student Exchange Program (MSEP)
Author: Midwestern Higher Education Compact
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Institutional Cooperation,Tuition,Interstate Programs,Higher Education,Enrollment Trends,Out of State Students,Student Exchange Programs,Costs,Educational Finance,Access to Education,College Students,Intellectual Disciplines,Graduation

The Midwestern Higher Education Compact (MHEC) helps improve access to postsecondary education through the Midwest Student Exchange Program (MSEP). The MSEP serves as the Midwest's largest multi-state tuition reciprocity program. Nearly 100 colleges and universities in Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, and Wisconsin have opened their doors to each other's citizens at more affordable rates. This report offers a snapshot of the following statistics: (1) Enrollment; (2) Student Characteristics; (3) Tuition Savings; (4) Detailed MSEP Enrollment by Home State of Residence; and (5) Degree Program Participation. [For &quot;2016-17 Enrollment Data: An Easy Way to Save Money on Out-of-State Tuition Costs. Midwest Student Exchange Program (MSEP),&quot; see ED627238.]
2016-17 Enrollment Data: An Easy Way to Save Money on Out-of-State Tuition Costs. Midwest Student Exchange Program (MSEP)
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Institutional Cooperation,Tuition,Interstate Programs,Higher Education,Enrollment Trends,Out of State Students,Student Exchange Programs,Costs,Educational Finance,Access to Education,College Students,Intellectual Disciplines,Graduation

The Midwestern Higher Education Compact (MHEC) helps improve access to postsecondary education through the Midwest Student Exchange Program (MSEP). The MSEP serves as the Midwest's largest multi-state tuition reciprocity program. Nearly 100 colleges and universities in Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, and Wisconsin have opened their doors to each other's citizens at more affordable rates. This report offers a snapshot of the following statistics: (1) Enrollment; (2) Student Characteristics; (3) Tuition Savings; (4) Detailed MSEP Enrollment by Home State of Residence; and (5) Degree Program Participation.
Engaging Young Minds: Strategies for Capturing and Maintaining Attention in the Primary School Classroom
Author: Rahman, Md. Mutafijur
Date: 2023-03-18
Type: Reports - Descriptive
Subjects: Elementary Education,Elementary School Students,Attention Span,Learner Engagement,Relevance (Education),Student Needs,Educational Practices,Learning Activities

This paper discusses strategies for capturing and maintaining the attention of primary school students in the classroom. The ability to engage young minds is critical for effective teaching and learning. In this paper, we explore various approaches that educators can use to ensure that their lessons are interesting, stimulating, and relevant to their students' needs and interests. We begin by examining the importance of attention in the classroom and the factors that can affect students' ability to focus. We then delve into practical techniques that teachers can use to create engaging lessons, including the use of storytelling, games, and technology. Furthermore, we discuss how incorporating movement and physical activity can help maintain attention and increase engagement. We also look at the importance of creating a positive and supportive classroom environment.
FY21 Federal High School Graduation Rates. Executive Summary
Author: Tierney, Edward C.
Date: 2022-01-04
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Graduation Rate,Strategic Planning,School Districts,Comparative Analysis,Trend Analysis,COVID-19,Pandemics,Exit Examinations,College Seniors,Boards of Education,Race,Student Characteristics,Charter Schools,Nontraditional Education,Institutional Characteristics,Tables (Data),English Language Learners,Students with Disabilities,Low Income Students,Lunch Programs

On January 4, 2022 the Florida Department of Education (FDOE) released high school graduation rates for the State of Florida and the District. The FY21 Federal High School Graduation Rate includes standard diplomas but excludes special diplomas and General Education Diplomas (GEDs). Students with Disabilities (SWD) on Access Points curriculum are working to earn a standard diploma and are included as graduates, if successful. It should be noted that due to COVID-19, assessment requirements for graduation were waived for FY20 seniors who had yet to meet them, but were reinstated for FY21 seniors. This fact should be kept in mind when comparing the FY20 graduation rates with other years. In FY21, the District's overall graduation rate was 91.0%. In addition, the District's overall graduation rate exceeded Florida and 5 of the other large urban school districts as well as having the largest single year increase. District-operated high schools exceeded the School Board's Strategic Plan goal of 90% by posting a graduation rate of 95.9%. The tables presented in this report provide five-year (FY17-FY21) historical summaries. Table 1 reports the graduation rates for Florida, the District, and the other large urban school districts. Table 2 shows the graduation rates for Black, Hispanic, White, ELL, FRL, and SWD students. Table 3 reports the graduation rates for District-operated and Charter schools. Tables 4 to 6 report graduation rates for District-operated high schools, Charter high schools, and Alternative high schools, respectively. [For the FY20 report, see ED611689.]
FY22 Federal High School Graduation Rates. Executive Summary
Author: Boggess, John-Anthony
Date: 2023-01-13
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,High School Students,School Districts,Urban Schools,Trend Analysis,Race,Student Characteristics,Students with Disabilities,Low Income Students,Lunch Programs,Institutional Characteristics,Charter Schools,COVID-19,Pandemics,Exit Examinations,Comparative Analysis,Tables (Data),Nontraditional Education

On January 13, 2023 the Florida Department of Education (FDOE) released high school graduation rates for the State of Florida and the District. The FY22 Federal High School Graduation Rate includes standard diplomas but excludes special diplomas and General Education Diplomas (GEDs). Students with Disabilities (SWD) on Access Points curriculum are working to earn a standard diploma and are included as graduates, if successful. It should be noted that due to COVID-19, assessment requirements for graduation were waived for FY20 and FY21 seniors (Emergency Order No. 2021-EO-02) who had yet to meet them. This fact should be kept in mind when comparing the FY22 graduation rates with rates from the past two years. In FY22, the District's overall graduation rate was 89.0%. In addition, the District's overall graduation rate exceeded Florida and the six other large urban school districts. While the graduation rate decreased from 91.0% in FY21 to 89.0% in FY22 and decreased for each subgroup, this was due to the removal of the assessment waiver that had been in place for FY20 and FY21. When compared to FY19 (the last comparable year) graduation rates increased overall and for each subgroup. The tables presented in this report provide five-year (FY18-FY22) historical summaries. Table 1 reports the graduation rates for Florida, the District, and six other large urban school districts. Table 2 shows the graduation rates for Black, Hispanic, White, ELL, FRL, and SWD students. Table 3 reports the graduation rates for District-operated and Charter schools. Tables 4 to 6 report graduation rates for District-operated high schools, Charter high schools, and Alternative high schools, respectively. [For the FY21 report, see ED627242.]
State Priorities for Higher Education in 2023: Survey of SHEEOs
Author: Harnisch, Tom
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Higher Education,Labor Force Development,Teacher Recruitment,State Aid,Student Financial Aid,Educational Finance,Paying for College,College Enrollment,Public Opinion,Equal Education,School Holding Power,School Safety,Student Needs

Public higher education leaders enter the 2023 legislative sessions with cautious optimism stemming from sizable budget surpluses in many states, economic growth, and mostly familiar political environments. Many states have built up budget surpluses due to a strong economic recovery, an infusion of federal stimulus dollars, and careful budgeting during the pandemic. State budget surpluses provide an opportunity for new investments in public higher education that will accelerate progress toward meeting state educational attainment goals, closing equity gaps, and advancing economic and workforce objectives. This paper provides insight into state policy priorities and concerns for higher education in 2023 through a survey of members of the State Higher Education Executive Officers Association (SHEEO) following the 2022 midterm elections. The authors provided an initial list of issues based on common themes derived from the daily SHEEO policy updates, which include news and updates related to state and national higher education policy. From this list of issues, they asked SHEEOs to look toward 2023 and identify the importance of each higher education issue in their state. Respondents were also asked to provide context or additional information and details on each issue and were given the option to add additional issues to the list. Finally, respondents were asked how the 2022 election results will affect the direction of higher education policy in their states.
Black Parents and K-12 Education: A National Polling Brief [January 2022]
Author: EdChoice
Date: 2022-01-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Parents,Blacks,African Americans,Parent Attitudes,COVID-19,Pandemics,School Choice,Opinions,Educational Vouchers,Home Schooling,Academic Achievement,Charter Schools,Money Management,Higher Education,Investment,Student Financial Aid,Communities of Practice,Small Group Instruction,Nontraditional Education

This poll was conducted between December 14-December 21, 2021 among a sample of 435 Black school parents. The interviews were conducted online. Results based on the Black school parents sample have a measure of precision of plus or minus 5.2 percentage points. Among the key findings are: (1) Black, white, and Hispanic parents all have similar views when it comes to their children's progress during this past school year; (2) Positive sentiment around homeschooling increased slightly among Black and Hispanic parents in December; and (3) Over the course of 2021, Black parents have shown high levels of support for education savings accounts (ESAs) when given a description. This report highlights: (1) COVID-19 and Schooling; (2) Personalized Learning; (3) School Choice Policies; and (4) Survey Profile and Demographics.
Black Parents and K-12 Education: A National Polling Brief [November 2021]
Author: EdChoice
Date: 2021-11-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Parents,Blacks,African Americans,School Closing,Change,Parent Attitudes,Distance Education,Electronic Learning,Presidents,COVID-19,Pandemics,School Choice,Educational Policy,Opinions,Home Instruction,Educational Vouchers

This poll was conducted between October 11-October 21, 2021 among a sample of 444 Black school parents. The interviews were conducted online. Results based on the Black school parents sample have a measure of precision of plus or minus 5.3 percentage points. Among the key findings are: (1) Black parents' comfort with their child returning to school has continued to increase since August 2021; (2) A majority of Black parents would prefer having at least one day of school (per week) occur at home -- much larger than the proportion of both white and Hispanic parents; and (3) Black and Hispanic parents are much more likely to give the Biden Administration high marks on its handling of matters in K-12 education than white parents. This report highlights: (1) COVID-19 and Schooling; (2) Personalized Learning; (3) School Choice Policies; and (4) Survey Profile and Demographics.
Problems of Identifying Lexical and Syntactic Features of Legal Documents by Undergraduate EFL Students
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,English Language Learners,Language Styles,Writing (Composition),Translation,Comprehension,Syntax,Word Order,Foreign Countries,English for Special Purposes,Documentation

Students majoring in translation at the College of Languages and Translation take a stylistics course (3 hours per week) in the 5th semester of the translation program. The course aims to introduce students to the stylistic features of different genres in English such as journalese, advertisements, commercial, scientific, and legal texts. The present study aims to investigate ESL translation students' ability to comprehend and identify the stylistic features of legal documents, to find out the stylistic features that are easy to identify, and those that are difficult to identify. Sixty EFL junior students enrolled in a Stylistics course took a test which consisted of an English legal (notarial) text and asked them to identify its lexical and syntactic features. Analysis of the subjects' responses showed that the features that they could identify were: Use of legal verbs (69%); prefixing and suffixing of prepositions (63%;) prepositional/adverbial phrases (57%); long complex sentences (52%); coordination of synonyms (doublets) (52%); statements (22%); no adjectives (10%); few pronouns (8%); use of technical vocabulary and emphatic auxiliaries (7% each); use of passive structures, relative clauses and scarce use of pronoun reference (5% each); use adverbs and putting adverbs in an unusual position (3% each); rare pronoun reference, descriptive adjectives, few adjectives, long words, sentence with unusual order, and long nominal clauses (1.6% each). These percentages reflect the difficulty level of the different lexical and syntactic features of the legal text and features with which the students have comprehension difficulties. The lower the percentage, the more difficult the feature is. Difficulties in processing the notarial text may be attributed to lack of linguistic competence and unfamiliarity with the notarial text structure. Recommendations for instructional techniques that would help enhance the students' ability to identify and comprehend the lexical and syntactic structures of legal texts are given.
Early Childhood Education Policy and Practice in Ghana: Document and Evidence Analysis with McDonnell and Elmore&apos;s Framework of Policy Instruments
Author: Ackah-Jnr, Francis R.
Date: 2022-10-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Policy,Program Effectiveness,Program Evaluation,Faculty Development,Preschool Teachers,Educational Practices,Foreign Countries,Policy Analysis,Equal Education,Access to Education,Capacity Building,Parent Participation,Guidelines,Educational Quality

Early childhood education (ECE) in Ghana has grown from a traditional approach to a more formalised and modernised system of care and education services for young children. As a valued practice, ECE reflects a distributive, regulatory or redistributive policy. The paper analyses Ghana's ECE policy implementation using McDonnell and Elmore's framework of five elemental instruments. We supported the analysis with ECE policy documents and research in ECE. Enabling and inhibiting policy instrument factors affecting ECE were identified and ways were devised to enhance the latter. We found that while ECE policy and practice has somewhat addressed equity and access issues, concerns exist regarding implementation factors such as quality teacher training and parent involvement for promoting effective programs. The paper recommends the need to evaluate ECE and provide planned and ongoing opportunities to advance the professional development, capacity, and motivation of ECE implementers, especially early childhood teachers.
Beyond the Networked Improvement Community: Designing PLCs to Spread Learning from the Better Math Teaching Network
Author: Iriti, Jennifer
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Communities of Practice,High School Teachers,Mathematics Instruction,Algebra,Student Centered Learning,Grade 9,Teacher Collaboration,Instructional Improvement,High School Students,Educational Strategies,Educational Practices,Teacher Motivation,Leadership

From 2016 to 2021, the Better Math Teaching Network (BMTN) aimed to transform high school mathematics teaching in New England. Researchers and teachers worked together to make high school Algebra I classes more student centered. The BMTN was piloted with a group of nine teachers during the 2015-2016 school year and added teachers the following three years. In all, a total of 63 teachers engaged in the BMTN. Selected from a pool of volunteers that applied to join the network, participating teachers worked in urban, suburban, and rural contexts and taught at least one Algebra I course to 9th grade students. They engaged collaboratively to continuously improve their teaching, enhancing learning for thousands of high school math students throughout New England. Each year, BMTN teachers tested self-identified strategies for making their classrooms more student centered. Their testing was guided by the network's definition of Deep Engagement in Algebra (DEA): connect, justify, and solve. Using learning gleaned from the network, the BMTN hub launched a professional learning community (PLC) in another school district. Involvement in the BMTN has changed teacher practice for all 63 teachers directly involved in the network. Beyond the network participants, many of the routines, tools, and practices will be used in their local contexts in a variety of ways. The BMTN hub's formalized effort to support BMTN teachers in spreading the learning of the network into local contexts (through PLCs) yielded effects on the instructional practices of local teachers in schools, districts, and states throughout New England as well as insight into how networked improvement communities (NICs) might organize for scale.
Environmental Dispositions and Gender
Author: Bhat, Tanveer Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Ethics,Foreign Countries,Tribes,Secondary School Students,Gender Differences,Student Attitudes,Scores,Student Interests

Environmental ethics is the code of behavior for guiding and controlling human actions towards environment. This code of behavior does not depend on the presence or absence of environmental laws for the understanding, protection and improvement of the environment. It was found that the mean scores of Tribal Boys and Tribal Girls were 141.24 and 151.43 with Standard Deviations 42.13 and 44.37 respectively. The obtained 't' value between the two groups came out to be 2.02 which is more than the table value i.e., 1.646 at 0.05 level and less than 2.581 at 0.01 level of significance. It revealed that there is significant difference in both the groups. It also revealed that tribal girls secondary school students have more dispositions about the environment than the tribal boys secondary school students. Hence, the null hypothesis of the present study &quot;There is no significant difference between secondary school boys and girls students with respect to environmental disposition&quot; is rejected. It means that the girls at secondary school level have more environmental disposition than the boys.