ethanporcaro/eric-fulltext-meta huggingface dataset:
Central Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Advisory Committees,Technical Assistance,Educational Needs,Federal Legislation,Educational Legislation,School Districts,Social Indicators,Dropout Rate,Dropouts,Academic Standards,State Standards,Preschool Education,Nursery Schools,Teaching (Occupation),Professional Development,Access to Computers,Disadvantaged,Data Collection,Teacher Effectiveness,Alignment (Education),Student Diversity,Educational Environment,Academic Achievement,Educational Finance,Financial Support,Reading Tests,Mathematics Tests,Surveys

This report presents the deliberations of the Central Regional Advisory Committee (RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. sections 9601 et. seq.) to assess the educational needs of the region. The committee's report outlines the educational needs across the states of Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. Committee deliberations took place May 23, 2011, through June 20, 2011. Appended are: (1) Public Comments; (2) Central Regional Profile; and (3) List of Resources. (Contains 4 figures, 28 tables, 3 footnotes and 10 resources.)
Mid-Atlantic Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Advisory Committees,Technical Assistance,Educational Needs,Federal Legislation,Educational Legislation,School Districts,Social Indicators,Dropout Rate,Dropouts,Academic Standards,State Standards,Preschool Education,Nursery Schools,Teaching (Occupation),Professional Development,Access to Computers,Data Collection,Teacher Effectiveness,Alignment (Education),Student Diversity,Educational Environment,Academic Achievement,Educational Finance,Financial Support,Reading Tests,Mathematics Tests,Surveys

This report presents the deliberations of the Mid-Atlantic Regional Advisory Committee (RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. sections 9601 et. seq.) to assess the educational needs of the region. The committee's report outlines the educational needs across the District of Columbia and Delaware, Maryland, New Jersey, and Pennsylvania. Committee deliberations took place May 23, 2011, through June 16, 2011. Appended are: (1) Mid-Atlantic Regional Profile; (2) RAC Website Public Comments; and (3) Survey Monkey Data. (Contains 4 figures, 26 tables and 2 footnotes.)
Midwest Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Advisory Committees,Technical Assistance,Educational Needs,Federal Legislation,Educational Legislation,School Districts,Social Indicators,Dropout Rate,Dropouts,Academic Standards,State Standards,Preschool Education,Nursery Schools,Teaching (Occupation),Data Collection,Teacher Effectiveness,Alignment (Education),Student Diversity,Academic Achievement,Educational Finance,Educational Environment,Financial Support,Reading Tests,Mathematics Tests

This report presents the deliberations of the Midwest Regional Advisory Committee (MW RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. sections 9601 et. seq.) to assess the educational needs of the region. The committee's report outlines the educational needs across the seven states of Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. Committee deliberations took place May 23, 2011, through June 21, 2011. Appended are: (1) Regional Profile; (2) Organizations and Education Officials Contacted to Obtain Input on Regional Needs; and (3) Comments Submitted to Midwest RAC Website. (Contains 28 tables, 8 figures and 3 footnotes.)
Northeast and Islands Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Stakeholders,Advisory Committees,Internet,Educational Needs,State Departments of Education,Surveys,Public Agencies,Federal Legislation,Educational Legislation,School Districts,Social Indicators,Dropout Rate,Dropouts,Academic Standards,State Standards,Preschool Education,Nursery Schools,Teaching (Occupation),Professional Development,Grants,Access to Computers,Disadvantaged,Data Collection,Teacher Effectiveness,Alignment (Education),Student Diversity,Educational Environment,Academic Achievement,Reading Tests,Mathematics Tests

This report discusses the deliberations of the Northeast and Islands (NEI) Regional Advisory Committee (RAC), one of 10 RACs established by the U.S. Department of Education to solicit information about the educational needs of state and local educators, school officials, business leaders, state education agencies, parents, local communities, and others. Committee deliberations took place in Arlington, Virginia, May 23-24, 2011, and two public meetings by webinar on June 16 and June 23, 2011. This report represents the work of the NEI RAC, which includes Connecticut, Massachusetts, Maine, New Hampshire, New York, Rhode Island, Vermont, Puerto Rico, and U.S. Virgin Islands. NEI RAC members developed an outreach strategy to elicit input from stakeholders via the RAC website, online surveys using Survey Monkey, personal e-mails, and one-on-one discussions. This strategy consisted of drafting personal e-mail invitations to constituent groups to take the Survey Monkey survey and/or visit the RAC website to leave open-ended comments. Each RAC member revised the e-mail invitation to tailor the message for the intended target constituency group. Appended are: (1) Northeast and Islands Regional Profile; (2) Public Comments; and (3) Online Survey Data. A glossary is included. (Contains 4 figures, 28 tables and 2 footnotes.)
Northwest Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Needs,Needs Assessment,Regional Characteristics,School Demography,Public Schools,Racial Composition,Student Diversity,Economically Disadvantaged,English Language Learners,Disabilities,Homeless People,Migrant Children,Mathematics Achievement,Reading Achievement,Grade 4,National Competency Tests,Dropout Rate,Teacher Certification,Preservice Teacher Education,Educational Finance,Expenditure per Student,Financial Support,Data Collection,Outreach Programs,Early Intervention,Holistic Approach,Achievement Gap,Instructional Leadership,Stakeholders,State Boards of Education,School Districts,Educational Improvement,Educational Indicators,Federal Programs,Teacher Evaluation,Teacher Salaries,Technical Assistance

This report presents the deliberations of the Northwest Regional Advisory Committee (NW RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 to assess the educational needs of the region. The Northwest RAC accepted its charge to identify educational needs and to make recommendations, working collaboratively as representatives of five states' constituents. They worked from May 23 through June 21, 2011, soliciting and including stakeholder input, with the result being the identification of six areas of need and related recommendations for strategies of support. The RAC also made specific recommendations to the Comprehensive Centers, focusing on the need for increased awareness and support at various levels of the educational program. This report includes data, information, and discussions held within the RAC meetings, and represents the best thinking of a group of educators and those with a vested interest in education focused on continuous improvement in the education of children. Appended are: (1) Northwest Region Educational Profile; (2) Outreach Efforts by States Including Survey Instrument; (3) Northwest RAC Survey Summary of Results (using Survey Monkey); (4) Summary of Results from RAC Website (including comments); and (5) Northwest RAC Member Biographical Information. (Contains 3 figures, 19 tables and 2 footnotes.)
Southeast Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Stakeholders,Teaching Methods,Advisory Committees,Technical Assistance,Delivery Systems,Educational Needs,Needs Assessment,Regional Planning,Regional Characteristics,Performance Factors,Educational Strategies,Change Strategies,Best Practices,Individualized Instruction,Teacher Effectiveness,Educational Planning,Strategic Planning,Focus Groups,Classroom Techniques,Teacher Placement,Outreach Programs,Meetings,Improvement Programs,Educational Improvement,Identification

This report presents the deliberations of the Southeast Regional Advisory Committee (RAC), one of 10 RACs established by the U.S. Department of Education, identifying educational challenges across the six states in the region: Alabama, Florida, Georgia, Mississippi, North Carolina and South Carolina. Committee deliberations took place May 23, 2011, through June 20, 2011, during which time the RAC members considered input from professional practice groups, public comments, and their own experiences and expertise. The Southeast RAC members noted that each challenge identified affects multiple stakeholders and represented multiple needs. To outline coordinated strategies for technical assistance to meet these needs, the RAC organized the highest priority stakeholder needs into three cross-cutting challenge categories: Providing customized instruction for all students; integrating appropriate, research-based practices into classrooms; and placing and retaining qualified and quality teachers in the most challenged and rural classrooms. Southeast RAC members recommended specific technical assistance to meet the needs for each category, and strongly advocate a global and coordinated approach to meet the interrelated needs and sustain systemic change. The RAC further believes that all the action items together form a cohesive, strategic approach to meet the overall challenges, and that such a strategic approach should inform any future assistance programs or centers provided by the U.S. Department of Education to the Southeast region. The cross-cutting challenges, priority needs, and the recommendations for technical assistance for the Southeast region are presented. Appended are: (1) Glossary of Abbreviations; (2) Regional Profile; (3) Challenges and Needs Identified by Southeast RAC; and (4) Public Comments. (Contains 4 figures, 25 tables and 6 footnotes.)
Pacific Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Needs,Needs Assessment,Technical Assistance,Regional Characteristics,Mathematics Achievement,Reading Achievement,Grade 4,National Competency Tests,Educational Indicators,Federal Programs,English Language Learners,Teacher Effectiveness,Teacher Characteristics,Data Collection,Outreach Programs,Capacity Building,Instructional Leadership,Principals,Technology Integration,Economically Disadvantaged,Disadvantaged Schools,Military Personnel,Academic Standards,Behavior Standards,Educational Assessment,Family School Relationship,School Community Relationship,Access to Education,School Demography,Public Schools,Racial Composition,Student Diversity,Socioeconomic Status,Language Minorities,Dropout Rate,Teacher Certification,Preservice Teacher Education,Educational Finance,Expenditure per Student,Teacher Evaluation,Teacher Salaries

This report represents the deliberations of the Pacific Regional Advisory Committee (RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 to assess the educational needs of the region. The committee's report outlines educational needs across the state, districts, and territories of Hawai'i, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia, the Republic of the Marshall Islands, the Republic of Palau, the Territory of American Samoa, and the Territory of Guam. The Pacific RAC members conducted outreach activities to obtain input from various constituencies on regional needs and how to address those needs, used statistical data from the Pacific Regional Profile, and deliberated during three public meetings from May 23 through June 15, 2011. Appended are: (1) Pacific Region Educational Profile; and (2) Public Comments. (Contains 4 figures and 50 tables.)
Southwest Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Regional Characteristics,Educational Needs,Needs Assessment,Rural Environment,Student Diversity,School Demography,Racial Composition,Language Minorities,Socioeconomic Status,Poverty,Mathematics Achievement,Reading Achievement,Grade 4,National Competency Tests,Teacher Certification,Outreach Programs,Teacher Effectiveness,Teacher Placement,Preservice Teacher Education,Leadership Effectiveness,Faculty Development,School Community Relationship,Family School Relationship,Data,Decision Making,Educational Finance,Expenditure per Student

The Educational Technical Assistance Act of 2002, authorized the Southwest Regional Advisory Committee (RAC), whose members represent the states of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas, to identify and prioritize the region's educational needs and recommend how those needs can be met. The Southwest RAC conducted three public meetings; the first meeting was held on May 23-24, 2011 in Arlington, Virginia, while the next two meetings were online webinars held on June 16 and 23, 2011, respectively. At each of its meetings, members discussed the educational needs in the Southwest and strategies for meeting those needs. The RAC reviewed regional background information for the Southwest. Some of the factors related to the educational challenges in this region were the rural environment of almost two thirds of schools; the diversity of the student population; the linguistically and culturally rich backgrounds of the families; the poverty that affects over half of all students; the potential language comprehension problems that many young students bring to school; and the significant levels of underachievement in reading and mathematics, especially among minority groups. After preliminary deliberations about the most important needs, the RAC developed a data collection plan that tapped into various channels of communication, some of which relied on the use of technology. This report presents the deliberations of the Southwest Regional Advisory Committee to assess the educational needs of the region. It represents the regional needs assessment of the committee for the Southwest region, which includes Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Appended are: (1) Glossary; (2) Southwest Region Educational Profile; (3) Public Comments from RAC Website; and (4) Public Comments from Survey Monkey. (Contains 8 figures, 26 tables and 2 footnotes.)
Western Region: A Report Identifying and Addressing the Educational Needs
Author: Department of Education (ED)
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Achievement Gap,State Standards,Advisory Committees,Needs Assessment,Integrated Curriculum,School Safety,Educational Needs,Academic Standards,Governance,Instructional Effectiveness,School Culture,Educational Environment,Career Readiness,College Readiness,Educational Finance,Funding Formulas,Meetings,Federal Programs,Educational Indicators,Dropout Rate,Dropouts,School Districts

During a four-week period (May 23, 2011-June 21, 2011), the Western Regional Advisory Committee (RAC) held a series of public meetings to solicit input and deliberate on key educational needs facing the four states in the region--Arizona, California, Nevada, and Utah. A two-day, face-to-face, public meeting was held May 23-24, 2011 in Arlington, Virginia. This was followed by webinars on June 14, 2011 and June 21, 2011. Through these face-to-face and virtual meetings, the Western RAC identified six priority educational needs facing the region and outlined a series of 37 strategies that could be used to meet those needs. The region's six educational needs, as identified by the Western RAC, are: (1) Closing the Achievement Gap; (2) Promoting Effective Instruction; (3) Implementing Common Core State Standards; (4) Building Collaborative Governance and Restructuring Financial Formulas; (5) Improving School Safety, Culture, and Climate; and (6) Preparing for College and Career Readiness. To solicit feedback regarding these needs, the Western RAC developed an outreach plan whereby each committee member sent a standard e-mail to key constituents, directing them to the Western RAC website to post comments regarding the region's education needs. Attached to the e-mail was a one-page needs summary. The outreach plan elicited 38 comments on the RAC website. These comments were used by the committee as it worked to refine the needs and identify strategies for meeting them. This report represents the regional needs assessment of the Regional Advisory Committee for the Western region, which includes Arizona, California, Nevada, and Utah. Appended are: (1) Western Region Educational Profile; (2) Summary of Identified Needs; and (3) Western RAC Website Comments. (Contains 4 figures, 24 tables and 2 footnotes.)
Three Justifications for Effectively Teaching Exceptional Babies to Third Grade with Respect to Their Characteristics, an Effective Curricula, and an Exceptional-Research Data Base
Author: Jaramillo, James Anthony Montrose
Date: 2013-01-30
Type: Reports - Descriptive
Subjects: Talent,Multiple Intelligences,Young Children,Disabilities,Developmental Disabilities,Syntax

Both Pre-K and K-3rd grade exceptional or talented children/students not only want but need more of an "accommodative" ambiance where their senses are given novel multiple-intelligences data so that they can continue to intellectually grow with respect to Piaget, Erickson, and Vygotsky's developmental schemes. Thus, to do this requires us to answer their queries in depth and then provide them with techniques that engage their curiosity daily.
Rigorous Schools and Classrooms. Research into Practice
Author: Williamson, Ronald
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Educational Change,Federal Legislation,Instructional Effectiveness,Educational Legislation,Accountability,Difficulty Level,Academic Achievement,Relevance (Education),Teacher Expectations of Students,Academic Support Services,Educational Quality,Academic Failure

The discussion about rigor is not new. Ever since the release of A Nation at Risk (1983) the debate about the quality of American schools has continued. Adoption of No Child Left Behind (2001) raised the debate to a new level. For the first time schools were held accountable for the achievement of every child, not just the most capable. Across the nation the 3 R's--Rigor, Relevance, and Relationships--are almost universally accepted as necessary characteristics of schools. This three-part approach captures the importance of high expectations complemented by equally high levels of support for student success. These parts are: (1) Expecting Students to Learn at High Levels; (2) Supporting Students to Learn at High Levels; and (3) Ensuring Students Demonstrate Learning at High Levels. A list of resources is included.
Sexual Orientation and Gender Identity/Expression (Sexual Minority Students): School Nurse Practice. Position Statement. Revised
Author: Bradley, Beverly
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Educational Environment,School Policy,Health Services,Minority Group Students,Sexual Identity,Homosexuality,School Nurses,Identification (Psychology),Sexual Orientation,Gender Issues,Role,School Safety,Clubs,Conflict Resolution,Peer Relationship,Social Attitudes,Social Bias,Consciousness Raising,Bullying

It is the position of the National Association of School Nurses that all students, regardless of their sexual orientation or the sexual orientation of their parents and family members, are entitled to a safe school environment and equal opportunities for a high level of academic achievement and school participation/involvement. Establishment of Gay-Straight Alliances (GSA) and clubs at school with the support of faculty and administration improves school climate for all students, regardless of their sexual orientation or gender identity/expression. GSA can help to assure these youth that they are not alone; it helps them meet others like themselves; it helps them resolve conflicts between who they are and what they are being told they should be; and it allows better communication and understanding by the general school community (Kosciw et al., 2010). School nurses can reduce stigma and isolation associated with having two parents of the same gender by using gender-neutral terms when taking a history, discussing which parent to contact when the student is ill or injured and updating forms for emergency contacts, administration of medication and permission to share medical information. School nurses, as members of the coordinated school health team, are responsible for a safe school environment and should be actively involved in improving the safety of the school environment for all students including sexual minority students and students with sexual minority parents. They should participate in advocating for, creating, and enforcing policies about name calling, bullying and violence based on actual or perceived sexual minority status of both the students and their parents. School nurses are uniquely positioned to model respect for diversity, provide confidential health services for sexual minority students in a safe environment, and reduce stigma for students with gay or lesbian parents. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227. Additional authors include Susan Kelts, Deb Robarge, Catherine Davis, Suzey Delger, and Linda Compton. ]
Return on Investment (ROI) for Education Philanthropy: Focus on the Bottom Line. Research into Practice
Author: Johnston, J. Howard
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Social Responsibility,Private Financial Support,Best Practices,Partnerships in Education,Program Effectiveness,School Business Relationship,Donors

Education is a top-priority funding area for corporate philanthropy, mostly because corporate leaders recognize that strategic investments in education can have long-term pay off for their companies as well as for students and schools. It is also one of the most visible and effective means for demonstrating a company's commitment to corporate social responsibility (CSR) and branding itself as a good corporate citizen in its communities and among its employees and customers. But educational philanthropy can also be a black hole into which a lot of money can disappear without much obvious effect. Usually, this happens when a company practices "checkbook philanthropy," where money is given without clear goals, strategic alignment with business objectives, or sufficient oversight and accountability. This paper describes the following: (1) kind of returns corporate investors can expect in education; (2) best practices for high impact education philanthropy; and (3) how to get started with education partnerships.