ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education in Focus 2017: Indiana. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 62 percent in Indiana. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Indiana. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
Higher Education in Focus 2017: Iowa. Selected Performance Indicators
Author: Midwestern Higher Education Compact
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Higher Education,Educational Attainment,Educational Indicators,Postsecondary Education,Employment Qualifications,Labor Market,Occupations,Racial Differences,Ethnicity,Academic Degrees,High School Graduates,High School Students,Income,Preschool Education,Enrollment,Grade 8,Mathematics Achievement,Reading Achievement,Science Achievement,Graduation Rate,College Entrance Examinations,Core Curriculum,College Readiness,College Attendance,College Credits,Young Adults,Adults,College Transfer Students,Public Colleges,College Graduates,Time to Degree,Student Financial Aid,Grants,Family Income,Paying for College,Two Year Colleges,Colleges,Student Loan Programs,Debt (Financial),State Aid,Tuition,Educational Finance,Expenditure per Student,Institutional Characteristics,Federal Aid,Elementary Secondary Education,National Competency Tests,Socioeconomic Status,Social Differences

In the United States, approximately 65 percent of all jobs in 2020 will require some level of postsecondary education, and the demand will reach 68 percent in Iowa. This report seeks to inform public discourse on higher education by providing key performance indicators relevant to the goal of improving educational attainment in Iowa. Performance indicators are categorized within six dimensions: (1) Preparation; (2) Participation; (3) Affordability; (4) Completion; (5) Equity; and (6) Finance. Most indicators provide the Midwestern Higher Education Compact (MHEC) regional average and U.S. average or population proportion as lower performance benchmarks as well as the median of the top five states in the nation as an aspirational benchmark.
U.S. Department of Education FY 2013 Annual Performance Report and FY 2015 Annual Performance Plan
Author: Department of Education (ED)
Date: 2014-03-10
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Strategic Planning,Institutional Mission,Administrative Organization,Postsecondary Education,Vocational Education,Adult Education,Elementary Secondary Education,Early Childhood Education,Equal Education,Educational Improvement,Organizational Objectives,Performance

The United States Department of Education's &quot;Annual Performance Report&quot; for fiscal year (FY) 2013 and &quot;Annual Performance Plan&quot; for FY 2015 provides information relative to the closeout of the &quot;FY 2011-14 Strategic Plan&quot; and formulation of the &quot;FY 2014-18 Strategic Plan.&quot; This year the Department has consolidated its &quot;FY 2015 Annual Performance Plan&quot; (APP) with the &quot;FY 2013 Annual Performance Report&quot; (APR) in an effort to provide a more complete and meaningful picture of the Department's past performance and efforts to improve performance in coming fiscal years. The report is organized into the following sections: (1) Mission and Organizational Structure; (2) Overview; (3) Performance Results Details; (4) Performance Plan Summary; and (5) Appendices. [For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2011-2014,&quot; see ED529722. For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2014-2018,&quot; see ED593412. For the &quot;U.S. Department of Education FY 2012 Annual Performance Report and FY 2014 Annual Performance Plan,&quot; see ED607810.]
U.S. Department of Education FY 2014 Annual Performance Report and FY 2016 Annual Performance Plan
Author: Department of Education (ED)
Date: 2015-02-05
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Strategic Planning,Institutional Mission,Administrative Organization,Postsecondary Education,Vocational Education,Adult Education,Elementary Secondary Education,Early Childhood Education,Equal Education,Educational Improvement,Organizational Objectives,Performance

The United States Department of Education's (the Department's) &quot;FY 2014 Annual Performance Report&quot; (APR) and &quot;FY 2016 Annual Performance Plan&quot; (APP) provide information relative to the &quot;FY 2014-18 Strategic Plan.&quot; Again this year, the Department has consolidated its APR and APP in an effort to provide a more complete and meaningful picture of the Department's past performance and plans for the 2016 fiscal year. The report is organized into the following sections: (1) Mission and Organizational Structure; (2) Overview; (3) Performance Results Details; (4) Performance Plan Summary; and (5) Appendices. [For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2014-2018,&quot; see ED593412. For the &quot;U.S. Department of Education FY 2013 Annual Performance Report and FY 2015 Annual Performance Plan,&quot; see ED607845.]
U.S. Department of Education FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan
Author: Department of Education (ED)
Date: 2016-02-09
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Strategic Planning,Administrative Organization,Postsecondary Education,Vocational Education,Adult Education,Elementary Secondary Education,Early Childhood Education,Equal Education,Educational Improvement,Organizational Objectives,Performance,Institutional Mission

The United States Department of Education's (the Department's) &quot;FY 2015 Annual Performance Report&quot; (APR) and &quot;FY 2017 Annual Performance Plan&quot; (APP) provide information relative to the &quot;FY 2014-18 Strategic Plan.&quot; Again this year, the Department has consolidated its APR and APP in an effort to provide a more complete and meaningful picture of the Department's past performance and plans for the 2017 fiscal year. The report is organized into the following sections: (1) Mission and Organizational Structure; (2) Overview; (3) Performance Results Details; (4) Performance Plan Summary; and (5) Appendices. [For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2014-2018,&quot; see ED593412. For the &quot;U.S. Department of Education FY 2014 Annual Performance Report and FY 2016 Annual Performance Plan,&quot; see ED607846.]
Characteristics and Validity of an Instrument for Assessing Motivations for Online Reading to Learn
Author: Forzani, Elena
Date: 2020-00-00
Type: Reports - Research
Subjects: Reading Motivation,Grade 7,Student Motivation,Electronic Publishing,Personality Traits,Self Efficacy,Improvement,Gender Differences,Test Validity,Predictive Validity,Reading Comprehension,Test Construction,Questionnaires,Beliefs,Test Reliability

Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, we know little about the role of motivation in online reading, a new and increasingly important context for reading. This is largely because we lack valid and reliable instruments to estimate a student's motivation for online reading. This study reports on the development of a Motivations for Online Reading Questionnaire (MORQ) among 1,798 seventh grade students in two states. Results from confirmatory factor analysis revealed a three factor solution for the MORQ: curiosity/value, self-efficacy, and self-improvement beliefs. Additionally, measurement invariance across female and male students was established. Predictive validity of the MORQ was supported by the positive and significant contribution of MORQ to the Online Research and Comprehension Assessment, an established measure of online reading comprehension. Results help establish the MORQ as a well validated instrument for measuring online reading motivation. Results are discussed in relation to theory, research, and practice. [This paper will be published in &quot;Reading Research Quarterly.&quot;]
U.S. Department of Education FY 2016 Annual Performance Report and FY 2018 Annual Performance Plan
Author: Department of Education (ED)
Date: 2017-05-23
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Strategic Planning,Institutional Mission,Administrative Organization,Postsecondary Education,Vocational Education,Adult Education,Elementary Secondary Education,Early Childhood Education,Equal Education,Educational Improvement,Organizational Objectives,Performance

As required by the &quot;Government Performance and Results Act (GPRA) Modernization Act of 2010,&quot; each federal agency must report annually on its progress in meeting the goals and objectives established by its Strategic Plan. The United States Department of Education's (the Department's) &quot;Fiscal Year (FY) 2016 Annual Performance Report&quot; and &quot;FY 2018 Annual Performance Plan&quot; presents to Congress, the President, and the American people detailed information about progress in meeting the Department's strategic goals and objectives and performance metrics. This report accompanies the administration's budget request to Congress. This year, the Department is consolidating its &quot;FY 2016 Annual Performance Report&quot; and the &quot;FY 2018 Annual Performance Plan&quot; into one report on its &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2014-2018.&quot; The data included in this report for the &quot;FY 2014-18 Strategic Plan&quot; metrics are the most current data available to the Department. The following sections are included: (1) Mission and Organization Structure; (2) About This Report; (3) Performance Results Details; (4) Performance Plan Summary; and (5) Appendices. [For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2014-2018,&quot; see ED593412. For the &quot;U.S. Department of Education FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan,&quot; see ED607847.]
U.S. Department of Education FY 2017 Annual Performance Report and FY 2019 Annual Performance Plan
Author: Department of Education (ED)
Date: 2018-02-12
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Strategic Planning,Institutional Mission,Administrative Organization,Postsecondary Education,Vocational Education,Adult Education,Elementary Secondary Education,Early Childhood Education,Equal Education,Educational Improvement,Organizational Objectives,Performance,National Competency Tests,Foreign Countries,Data Use,Administrative Change

The &quot;FY 2017 Annual Performance Report&quot; (APR) and &quot;FY 2019 Annual Performance Plan&quot; (APP), required by the &quot;Government Performance and Results Act Modernization Act of 2010,&quot; accompany the Department's Budget submission and links performance goals with resources for achieving targeted levels of performance. The APR reflects performance against the Department's &quot;FY 2014-18 Strategic Plan.&quot; The APP identifies implementation strategies and performance measures to accomplish the strategic goals and objectives represented in the Department's &quot;FY 2018-22 Strategic Plan.&quot; Sections in this report include: (1) About the Department; (2) Operating Structure; (3) Overview; (4) FY 2017 Performance; (5) FY 2018-22 Strategic Goals and Strategic Objectives; (6) The Department's Agency Priority Goals (APGs); (7) Cross-Agency Priority (CAP) Goals; (8) Strategic Goal 1; (9) Strategic Goal 2; (10) Strategic Goal 3; (11) Strategic Goal 4; (12) Major Management Priorities and Challenges; and (13) Appendices. [For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2014-2018,&quot; see ED593412. For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2018-22,&quot; see ED586968. For the &quot;U.S. Department of Education FY 2016 Annual Performance Report and FY 2018 Annual Performance Plan,&quot; see ED607849.]
Teaching with Toys: Scientific Inquiry through Play
Author: Jarrett, Olga S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Toys,Play,STEM Education,Scientific Concepts,Concept Formation,Inquiry,Science Experiments,Hands on Science,Elementary Secondary Education

Toys are designed to be fun and playful and are highly motivating for both children and adults. Commercial toys and child-designed toys can be used both in the classroom and at home to encourage creativity and to teach science concepts. Much of what children can do with toys involves tinkering, defined by Merriam Webster as &quot;to repair, adjust, or work with something in an unskilled or experimental manner: fiddle.&quot; Children (and adults) can tinker as they take toys apart, experiment with them, and design toys for themselves. This paper is inspired by workshops the authors conducted at the International Toy Research Association (ITRA) conference in Bursa, Turkey, 2011, and the IPA World conference in Istanbul, Turkey, 2014 as well as activities we used in our classes.
Children, Young People and Audiobooks before and during Lockdown. National Literacy Trust Research Report
Author: Best, Emily
Date: 2020-06-00
Type: Reports - Research
Subjects: Electronic Publishing,Literacy Education,Reading Skills,Reading Attitudes,Emotional Intelligence,Well Being,Reading Comprehension,COVID-19,Pandemics,School Closing,Reading Habits,Writing (Composition),Correlation,Males,Adolescents,Foreign Countries,Audio Books,Gender Differences,Age Differences

Audiobooks have become increasingly popular in the digital age: streaming and subscription services, such as Audible and Spotify, have made audio stories available to a wide commercial audience, while apps like Libby and BorrowBox facilitate 'borrowing' of audiobooks from library services. With access easier and more widespread than ever, it is important to consider the potential benefits that audiobooks can offer to children and young people. In February 2020 the authors published a literature review on current research around literacy and audiobooks. Findings included evidence that audiobooks can: (1) Improve children and young people's reading skills and enjoyment of reading; (2) Support children and young people's emotional intelligence and wellbeing; (3) Improve children and young people's reading comprehension; and (4) Widen children and young people's access to books. Alongside this, the authors were commissioned by the Publishers Association to explore the use of audiobooks and their link to wider literacy engagement from the point of view of children and young people. The UK went into lockdown as a result of the COVID-19 pandemic in mid-March, which meant that schools closed for all but children of key workers and those deemed most vulnerable. However, given the suddenly changed environment the world was in, the authors were also keen to capture any possible changes to children and young people's literacy practices as a result of lockdown. This report shows: (1) wider engagement with audiobooks during lockdown; (2) the impact on reading and writing behaviours; (3) that listening to audiobooks supports children and young people's mental wellbeing; and (4) the correlation between audiobooks, boys and teenagers. [For the literature review, &quot;Audiobooks and Literacy: A Rapid Review of the Literature. A National Literacy Trust Research Report,&quot; see ED607775.]
Building a Better K-3 Literacy System. Policy Brief
Author: Fischer, Adrienne
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Literacy Education,Emergent Literacy,Early Childhood Education,Reading Skills,Kindergarten,Grade 1,Grade 2,Grade 3,Best Practices,Reading Instruction,Student Evaluation,Prevention,Intervention,Reading Achievement,Racial Differences,Ethnicity,Educational Policy,Dyslexia,Grade Repetition,State Policy

Children should develop literacy skills that progress from learning to read to reading to learn as they move from kindergarten through early elementary. These skills support reading proficiency and build knowledge in all subject areas. Students who struggle with literacy skills as early as kindergarten often continue to read below grade level throughout the early grades. They also generally fail to receive the assistance they need to catch up. Reading proficiency rates have increased for all student groups over the last two decades, as research has identified best practices for instruction, assessment, curriculum, teacher preparation and intensive intervention to prevent and mitigate reading difficulties. States have enacted at least 91 bills since 2017 to to improve early literacy outcomes across the literacy spectrum. This Policy Brief provides an overview of state strategies to promote literacy in kindergarten through third grade. They are best practices in assessment, prevention and intervention. It also provides examples of state literacy strategies that incorporate research-based approaches and policy takeaways for consideration.
U.S. Department of Education FY 2018 Annual Performance Report and FY 2020 Annual Performance Plan
Author: Department of Education (ED)
Date: 2019-03-18
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Strategic Planning,Institutional Mission,Administrative Organization,Postsecondary Education,Vocational Education,Adult Education,Elementary Secondary Education,Early Childhood Education,Equal Education,Educational Improvement,Organizational Objectives,Performance,National Competency Tests,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Data Use,Administrative Change

A great education is the key to unlocking personal potential to succeed in careers and to lead a meaningful life. Accordingly, education is best addressed by those closest to students--parents and teachers. The proper Federal role in education should be to come alongside teachers, parents, and students in ensuring every student has opportunities to pursue the education that works for them. The U.S. Department of Education is committed to: expanding education freedom for students, their families, and their teachers; improving educational outcomes for every student and has encouraged states to increase options for families; and recognizing its limited role in education while empowering those who should not be limited: teachers, parents and, most importantly, students. The Department's Strategic Plan for fiscal year (FY) 2018-22 lays out a vision for bold reforms that reflect President Trump's priority to ensure all students in America have access to learning environments that fit their unique needs and prepare them for successful careers and meaningful lives. Contents include: (1) Message from the Secretary; (2) About the Department; (3) National Landscape; (4) Strategic Framework; (5) Performance Assessment and Planning; and (6) Appendices. [For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2018-22,&quot; see ED586968. For the &quot;U.S. Department of Education FY 2017 Annual Performance Report and FY 2019 Annual Performance Plan,&quot; see ED607850.]
U.S. Department of Education FY 2019 Annual Performance Report and FY 2021 Annual Performance Plan
Author: Department of Education (ED)
Date: 2020-02-10
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Strategic Planning,Institutional Mission,Administrative Organization,Postsecondary Education,Vocational Education,Adult Education,Elementary Secondary Education,Early Childhood Education,Equal Education,Educational Improvement,Organizational Objectives,Performance,Data Use,Administrative Change

As a precursor to this annual report, in February 2018, the Department of Education (the Department) issued its &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2018-22&quot; (Strategic Plan). The Strategic Plan establishes four broad, overarching goals--one goal each in the areas of K-12 education, postsecondary education and training, data quality and accessibility, and the effectiveness and accountability of the Department. This year's annual report, the &quot;FY 2019 Annual Performance Report and FY 2021 Annual Performance Plan,&quot; summarizes the results of the Department's first full year executing its Strategic Plan. As shown in this report, the Department made significant strides--proposing a new initiative to promote education freedom for students and families; encouraging students and families to rethink the traditional American education model to consider a variety of postsecondary options; modernizing the technology and operational components that support federal student aid programs; helping states and school districts comply with recent federal laws; making the Department's data more transparent and available for the public; and reorganizing the Department to make its corporate structure more efficient and to better respond to current needs. Sections in the report include: (1) Executive Summary; (2) About the Department; (3) National Landscape; (4) About the Report; (5) Strategic Framework; (6) Performance Assessment and Planning; and (7) Appendices. [For the &quot;U.S. Department of Education Strategic Plan for Fiscal Years 2018-22,&quot; see ED586968. For the &quot;U.S. Department of Education FY 2018 Annual Performance Report and FY 2020 Annual Performance Plan,&quot; see ED607890.]