ethanporcaro/eric-fulltext-meta huggingface dataset:
Guam&apos;s Department of Education Citizen&apos;s Centric Report. FY 2011, SY 2010-2011, SY 2011-2012
Author: Guam Department of Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Elementary Secondary Education,Graduation Rate,Dropout Rate,Standardized Tests,Achievement Tests,Reading Achievement,Mathematics Achievement,Lunch Programs,Breakfast Programs,Special Education,Educational Finance,Performance Based Assessment,School Statistics

Guam Department of Education (GDOE) is a single unified school district consisting of grades Kindergarten through 12. Its 26 Elementary Schools, 8 Middle Schools, 5 High Schools, and an alternative school serve over 31,000 students, and is managed by the 11-member Guam Education Board (GEB). Despite the operational and financial challenges the Department has faced in recent years, the teachers, administrators, and support staff continue to remain focused on its mission to &quot;Prepare all students for life, Promote Excellence, and Provide Support!&quot; This paper presents information on: (1) SAT10 performance standards; (2) GDOE Finances; and (3) Updates. [For &quot;Guam Department of Education Citizen's Centric Report. FY 2010, SY 2010-2011,&quot; see ED534507.]
Guam Department of Education Citizen&apos;s Centric Report. FY 2012, SY 2011-2012
Author: Guam Department of Education
Date: 2013-08-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Elementary Secondary Education,Graduation Rate,Dropout Rate,Standardized Tests,Achievement Tests,Reading Achievement,Mathematics Achievement,Lunch Programs,Breakfast Programs,Special Education,Educational Finance,Performance Based Assessment,School Statistics

Guam Department of Education (GDOE) is a single unified school district consisting of grades Kindergarten through 12. Its 26 Elementary Schools, 8 Middle Schools, 5 High Schools, and one alternative school serves over 31,000 students, and is managed by the 9-member Guam Education Board (GEB). Despite the operational and financial challenges the Department has faced in recent years, the teachers, administrators, and support staff continue to remain focused on its mission to &quot;Prepare all students for life, Promote Excellence, and Provide Support!&quot; This paper presents information on: (1) SAT10 performance standards; (2) GDOE Finances; and (3) Updates. [For &quot;Guam's Department of Education Citizen's Centric Report. FY 2011, SY 2010-2011, SY 2011-2012,&quot; see ED611176.]
A Policy Agenda to Address the Teacher Shortage in U.S. Public Schools: The Sixth and Final Report in the &apos;Perfect Storm in the Teacher Labor Market&apos; Series
Author: García, Emma
Date: 2020-10-15
Type: Reports - Descriptive
Subjects: Public School Teachers,Teacher Shortage,Educational Policy,Elementary Secondary Education,Teacher Salaries,Teacher Persistence,Professional Autonomy,Teacher Collaboration,Teaching Conditions,School Personnel,Discipline Policy,Faculty Development,Career Development

The teacher shortage in the nation's public schools--particularly in high-poverty schools--is a crisis for the teaching profession and a serious problem for the entire education system. The Economic Policy Institute's (EPI's) teacher shortage policy agenda plots a course to return teaching to a profession in which teachers are compensated on par with their college-educated peers, operate in environments where they can teach effectively, get the training they need early in their careers and the professional development they need throughout their work lives, have their professional judgment incorporated, and have the opportunity to use the expertise they attain to help shape what goes on in their classrooms and their schools. This policy agenda has two components: a set of four foundational recommendations for how to understand the context and approach the problem in a way that will actually solve it, followed by specific policies that, if implemented together, could go a long way toward solving the teacher shortage crisis. This policy agenda builds on an in-depth analysis of the size, scope, and drivers of the teacher shortage, as detailed in the first five reports in the EPI's &quot;Perfect Storm in the Teacher Labor Market&quot; series. The agenda addresses the factors identified in the series as well as other specific or underlying factors such as lack of a properly resourced system, the lack of a diverse teaching workforce, student loan debt payments burdening teachers, and the uneven effectiveness of initiatives for teachers-in-training. The authors review the analysis, present the principles underlying the agenda, and then present the specific agenda items, which fall into two categories: (1) Overarching principles for how to approach the teacher shortage problem; and (2) Specific proposals in the policy agenda to address the teacher shortage.
Federal Student Aid Handbook with Active Index, 2019-2020
Author: Federal Student Aid (ED)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Student Loan Programs,Student Financial Aid,Financial Aid Applicants,Eligibility,Federal Aid,Withdrawal (Education),Federal Programs,College Students,College Programs,Loan Repayment,Program Administration

This guide is intended for college financial aid administrators and counselors who help students begin the aid process--filing the Free Application for Federal Student Aid (FAFSA®) form, verifying information, and making corrections and other changes to the information reported on the FAFSA. The Federal Student Aid Handbook consists of the Application and Verification Guide and six volumes: (1) Student Eligibility; (2) School Eligibility and Operations; (3) Calculating Awards &amp; Packaging; (4) Processing Aid and Managing Federal Student Aid (FSA) Funds; (5) Withdrawals and the Return of Title IV Funds; and (6) The Campus-Based Programs. [For the 2018-2019 edition, see ED598168.]
Guam Department of Education Citizen&apos;s Centric Report. FY 2013, SY 2012-2013, SY 2013-2014
Author: Guam Department of Education
Date: 2014-08-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Elementary Secondary Education,Graduation Rate,Dropout Rate,Standardized Tests,Achievement Tests,Reading Achievement,Mathematics Achievement,Lunch Programs,Breakfast Programs,Special Education,Educational Finance,Performance Based Assessment,School Statistics

Guam Department of Education (GDOE) is a single unified school district consisting of grades Kindergarten through 12. Its 26 Elementary Schools, 8 Middle Schools, 5 High Schools, and one alternative school serves over 31,000 students, and is managed by the Superintendent who is the Executive Secretary of a 9-member Guam Education Board (GEB). Teachers, administrators, and support staff continue to remain focused on its mission to &quot;Prepare all students for life, Promote Excellence, and Provide Support!&quot; This paper presents information on: (1) SAT10 performance standards; (2) GDOE Finances; and (3) Updates. [For &quot;Guam Department of Education Citizen's Centric Report. FY 2012, SY 2011-2012,&quot; see ED611177.]
An Intermediary&apos;s Guide to Working with Higher Education Partners. Building Equitable Pathways Series
Author: Hoffman, Nancy
Date: 2020-09-00
Type: Guides - General
Subjects: Partnerships in Education,Community Colleges,High School Students,College Credits,Postsecondary Education,Dual Enrollment,College School Cooperation,Poverty,At Risk Students,Associate Degrees,Credentials,Certification,Alignment (Education),Labor Market,School Business Relationship,Minority Group Students,Equal Education

Intermediaries that design and build work-based learning delivery systems believe that postsecondary credentials--certifications and degrees (both associate's and bachelor's)--are a requirement for most good jobs. Indeed, such credentials increase access to economic mobility and, ultimately, greater equity. When coupled with work-based learning experiences, postsecondary credentials become even more powerful. But many intermediaries have little experience working with higher education partners to make sure that students earn the credentials they need. This guide draws on Jobs for the Future's (JFF's) long experience and lessons learned supporting intermediaries and their community college partners to form productive and lasting relationships that benefit young people. This guide outlines the steps intermediaries can take to launch a successful partnership with a local community college. It covers preparing to form a new connection, identifying the right contacts, making your case, and centering your goal: to provide high school students with opportunities to earn college credits that will help them build their future careers.
Guam Department of Education Citizen&apos;s Centric Report. FY 2014, SY 2013-2014, SY 2014-2015
Author: Guam Department of Education
Date: 2015-06-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Elementary Secondary Education,Graduation Rate,Dropout Rate,Standardized Tests,Achievement Tests,Reading Achievement,Mathematics Achievement,Lunch Programs,Breakfast Programs,Special Education,Educational Finance,Performance Based Assessment,School Statistics,Attendance Patterns,Student Behavior

Guam Department of Education (GDOE) is a single unified school district consisting of grades Kindergarten thru 12. Its 26 Elementary Schools, 8 Middle Schools, 6 High Schools, and 1 alternative school serves over 31,000 students, and is managed by the Superintendent who is the Executive Secretary of a 12-member Guam Education Board (GEB). In August 2014 GDOE opened Tiyan High, increasing the number high schools from 5 to 6. This paper presents information on: (1) SAT10 performance standards; (2) GDOE Finances; and (3) Updates. [For &quot;Guam Department of Education Citizen's Centric Report. FY 2013, SY 2012-2013, SY 2013-2014,&quot; see ED611180.]
Examining the Factors That Play a Role in the Teacher Shortage Crisis: Key Findings from EPI&apos;s &apos;Perfect Storm in the Teacher Labor Market&apos; Series
Author: García, Emma
Date: 2020-10-15
Type: Reports - Descriptive
Subjects: Public School Teachers,Teacher Shortage,Disadvantaged Schools,Teacher Distribution,Faculty Mobility,Teacher Persistence,Teacher Selection,Teacher Salaries,Teaching Conditions,Educational Environment,Beginning Teachers,Faculty Development,Communities of Practice,Experienced Teachers,Educational Policy,Elementary Secondary Education

The teacher shortage in the United States is an increasingly recognized but still poorly understood crisis. Much attention has focused on the size of the shortage (about 110,000 teachers in the 2017-2018 school year, by one estimate), its monetary costs, and the negative effects of the shortage on students, teachers, and the public education system at large. But the multiple complex and interdependent causes have received less scrutiny. In 2019, we authored a series of five EPI reports examining the full magnitude of the teacher shortage and the working conditions and other factors that contribute to the shortage. A sixth report on policy recommendations, &quot;A Policy Agenda to Address the Teacher Shortage in U.S. Public Schools,&quot; [see ED611178] is being released simultaneously with this summary report. This summary report presents key findings from the first five studies in the series and outlines the policy agenda presented in the sixth report. At the end of this summary report are the infographic fact sheets that were released with the reports. [For the first five reports, see ED598211, ED598209, ED598208, ED598207, and ED598210, respectively.]
The Impact of COVID-19 on the Hiring of Business School Graduates. Corporate Recruiters Survey, 2020
Author: Graduate Management Admission Council (GMAC)
Date: 2020-09-21
Type: Reports - Research
Subjects: College Graduates,Business Schools,Personnel Selection,COVID-19,Pandemics,Business Administration Education,Masters Degrees,Job Skills,Salaries,Education Work Relationship,Foreign Countries

The Graduate Management Admission Council (GMAC) conducts the Annual Corporate Recruiters Survey (CRS) to provide vital data for employers and business schools in understanding trends and insights on hiring, salaries, and skills of MBA and business master's graduates. The survey is administered in partnership with the MBA Career Services &amp; Employer Alliance (MBA CSEA), EFMD, and Highered and career services offices at participating graduate business schools worldwide. As data collection for the 2020 CRS report was nearing a conclusion in mid-March, the COVID-19 outbreak was unfolding. On March 11, the World Health Organization (WHO) declared the outbreak as a pandemic. Given the disruption caused by the pandemic, GMAC determined to undertake a second wave of data collection to provide more relevant insights about the impact of COVID-19. One of the defining characteristics of the pandemic had been the persistent uncertainty as to how and when situations would come to normalcy. This also affected the ability of businesses to make informed decisions and projections. In this context, the survey still gathered 232 responses from corporate recruiters in Wave II (June 17-July 17, 2020). Wave I (February 17-March 17, 2020) of the survey received 712 responses. The findings of the 2020 Corporate Recruiters Survey suggest that employers remain confident about the value of graduate management talent, which is also apparent in their relatively steady hiring projections and salary trends. In sum, the skills and abilities acquired by graduate management talent during their business school experiences make them a valuable asset in supporting organizational recovery and resiliency. [Rahul Choudaha, Rhonda Daniel, Maryam Bastani, Devina Caruthers, and Tacoma Williams contributed to this report. This report was produced in partnership with EFMD, MBA Career Services &amp; Employer Alliance (MBA CSEA) and Highered. For the 2019 report, see ED598213.]
Guam Department of Education Citizen&apos;s Centric Report. FY 2015, SY 2014-2015, SY 2015-2016
Author: Guam Department of Education
Date: 2016-08-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Elementary Secondary Education,Graduation Rate,Dropout Rate,Standardized Tests,Achievement Tests,Reading Achievement,Mathematics Achievement,Lunch Programs,Breakfast Programs,Special Education,Educational Finance,Performance Based Assessment,School Statistics,Attendance Patterns,Student Behavior

Guam Department of Education (GDOE) is a single unified school district consisting of Kindergarten thru 12 grade. Its 26 Elementary Schools, 8 Middle Schools, 6 High Schools, and 1 alternative school serves nearly 31,000 students, and is managed by the Superintendent who is the Executive Secretary of a 12-member Guam Education Board (GEB). This paper presents information on: (1) SAT10 performance standards; (2) GDOE Finances; and (3) Updates. [For &quot;Guam Department of Education Citizen's Centric Report. FY 2014, SY 2013-2014, SY 2014-2015,&quot; see ED611182.]
Migrant Education Program, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-11-10
Type: Reports - Research
Subjects: School Districts,Migrant Education,Educational Legislation,Federal Legislation,Elementary Secondary Education,Migrant Children,Program Evaluation,Program Effectiveness,Enrollment,Parent Participation,Scores,Standardized Tests,Achievement Tests,Language Arts,English (Second Language),Reading Tests,Mathematics Tests,Graduation Rate,Dropout Rate

The Migrant Education Program (MEP) is authorized under Title I of the 2015 Every Student Succeeds Act (ESSA). To comply with Title I, the Houston Independent School District (HISD) MEP works to assist migrant students to overcome the challenges of mobility, cultural and language barriers, social isolation, and other difficulties associated with a migratory lifestyle. The goal of the program is to ensure migrant students succeed in school, and to successfully transition to postsecondary education or employment. This report examines the impact of MEP on migrant students' performance on the Iowa Assessments, Logramos Assessments, Texas English Language Proficiency Assessment System (TELPAS), and District Level Assessments (DLAs) in 2019-2020 as well as migrant students' dropout and graduation rates in 2018-2019.
Pre-K Preferences: How and Why HISD Parents Choose Pre-K Programs
Author: Baumgartner, Erin
Date: 2020-11-00
Type: Reports - Research
Subjects: Preschool Education,School Choice,Parent Attitudes,School Location,Proximity,English Language Learners,Institutional Characteristics,Information Dissemination,Teacher Qualifications,Low Income Students,Pupil Personnel Services

Distance and program characteristics drive parental pre-kindergarten (pre-k) choice. This study reflects the third in a series of briefs examining pre-k enrollment and access for students in the Houston Independent School District (HISD). The aims of this study are to identify characteristics that drive enrollment, understand where parents receive their information about HISD pre-k options, and understand parental beliefs about which program characteristics are most important. Findings suggest distance from home is one of the primary drivers of pre-k parental choice for their children. Additionally, program characteristics are important, specifically whether programs have highly trained teachers and teacher aides. However, variation in parental beliefs exist by language of survey participation and campus-level proportions of English-language learners (EL) or economically disadvantaged students. Parents report learning about HISD pre-k programs through family and friends. [For the second in this series of briefs, &quot;Strategies for Increasing Access to HISD Pre-K Programs. Research Brief for the Houston Independent School District. Volume 9, Issue 1,&quot; see ED603567.]
Wraparound Needs in HISD: Findings from the District&apos;s 2019 Needs Assessment Survey
Author: Stroub, Kori
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Integrated Services,Needs Assessment,Community Programs,Housing Needs,Health Needs,Elementary Secondary Education,School Districts,Psychological Needs,Individual Needs

This brief summarizes key findings from the first annual Needs Assessment Survey created and administered by the Houston Independent School District (HISD). In the fall 2019, HISD's Wraparound Services Department designed and administered the Needs Assessment Survey to all students, parents, and teachers on the 146 campuses that offered wraparound services in the district. This document summarizes findings from two research briefs created by HERC for HISD. Findings from the survey indicate that families could use additional support in four key areas: (1) healthcare; (2) mental health; (3) housing and food security; and (4) school supplies. [For related reports see, &quot;Wraparound Services Needs Assessment: Campus Needs Assessment Findings, Fall 2019 Survey&quot; (ED611195) and &quot;Wraparound Services Needs Assessment: District-Wide Needs Assessment Findings, Fall 2019&quot; (ED611196).]
Transition Leadership: Special Education Administrators Support College-Based Transition Services. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 46
Author: Paiewonsky, Maria
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Special Education,Administrator Attitudes,Transitional Programs,Students with Disabilities,Administrator Role,Intellectual Disability,Barriers,College School Cooperation,Partnerships in Education,Planning,Educational Finance,Personnel Selection,Family School Relationship,Cooperative Planning,Student Personnel Services,Individualized Education Programs

In this brief, the perspectives of special education administrators from Massachusetts and Indiana, who have been engaged in college-based transition services (CBTS), are shared. It summarizes the conversations they had during a fall 2019 Think College webinar and a follow-up discussion in summer 2020. Each administrator has had extensive experience overseeing CBTS in collaboration with their college partners. It is our hope their insights will inspire more special education administrators to support the students they serve with access to transition services in college-based settings. [This brief was developed with funding from the Massachusetts Inclusive Concurrent Enrollment Initiative.]
A Retrospective Cohort Study Examining the Association between College Readiness Indicators and Advising among High School Seniors, 2019-2020: Implications for Launch Senior. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2020-09-01
Type: Reports - Research
Subjects: College Readiness,High School Seniors,Academic Advising,College Attendance,Educational Trends,Trend Analysis,School Districts,Economically Disadvantaged,Two Year Colleges,Universities,Comparative Analysis,Gender Differences,Special Education,Gifted,Talent,Advanced Placement,Grade Point Average,Scores,College Entrance Examinations,Benchmarking,Correlation,Student Interests,Academic Aspiration,Student Attitudes,Academic Standards,Access to Education,Educational Opportunities,At Risk Students,English (Second Language),Second Language Learning,Cohort Analysis

This study explored postsecondary trends of Houston Independent School District (HISD) high school seniors over the past three years, including students who participated in direct advising sessions through Launch Senior. Three cohorts of students attended HISD schools in ninth through twelfth grades, culminating in either 2017-2018 (Cohort I) or 2018-2019 (Cohort II) graduation, and, ultimately, college enrollment. Cohort III students were seniors in 2019-2020. The majority of cohort students participated in Launch Senior advising sessions. The study revealed that the more college advising students received, the more likely they enrolled in a 4-year college compared to a 2-year college, and the more likely they enrolled in a college vs. no college. The odds of Launch Senior students enrolling in a 4-year compared to a 2-year college after high school were less likely for males, students receiving special education services, and economically-disadvantaged students relative to their counterparts. In contrast, being gifted/ talented greatly increased the odds of Launch Senior students achieving these outcomes. Cohort I and II students with multiple years of dual credit and advanced placement (AP) courses had higher rates of college enrollment, with improved outcomes for students during their senior year. A higher percentage of students who enrolled in 4-year compared to 2-year colleges attained GPAs, SAT, and ACT scores that fell within college readiness benchmarks. A higher percentage of Cohort III students were college ready based on GPA and SAT performance relative to other cohorts, suggesting higher college enrollment rates for this cohort, considering no environmental changes. There was a strong positive association between the number of advising sessions and GPA for Cohort III students. Logistic regression modeling revealed major factors influencing Cohort III seniors' reported interest in college, including expecting friends to go to college and that someone in their lives expected them to go to college. Implications for Launch Senior include increasing the number of advising sessions offered to students, encouraging rigorous academic preparation; and building strong partnerships to enhance college access opportunities for seniors.