ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2018 Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Career Education,Job Training,Employment Programs,State Programs,Outreach Programs,Community Colleges,Participant Characteristics,Educational Finance,Expenditures,Employment Potential,Eligibility,Credentials,Curriculum Development,Partnerships in Education,Resource Allocation,Adult Basic Education,Basic Skills,Career Development,Enrollment,School Business Relationship,Employment Level,Student Personnel Services

The Pathways for Academic Career and Employment (PACE) program is established to provide funding to community colleges for the development of programs that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gainful employment and customized support services. This is the fifth year for Pathways for Academic, Career and Employment (PACE) reporting. PACE funds are allocated pursuant to the community college state general aid distribution formula established in Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Colleges continue to work hard to implemented PACE programs in their regions and communities as they align themselves with the new Workforce Innovation and Opportunity Act (WIOA) legislation. Each college has committed to building career pathway frameworks and structuring programs to ensure increased employment success of the identified target populations. This is achieved by refocusing program activities around collaboration with WIOA core partners and adult basic education programs, balancing services, and engaging sector partnerships. [For the Fisical Year 2017 Report, see ED591701.]
Reappraising Academic and Social Adversity Improves Middle-School Students&apos; Academic Achievement, Behavior, and Well-Being
Author: Borman, Geoffrey D.
Date: 2019-00-00
Type: Reports - Research
Subjects: Early Adolescents,Middle School Students,Grade 6,Intervention,Attendance,Grades (Scholastic),Minority Group Students,Racial Differences,Ethnicity,Gender Differences,Program Effectiveness,Grade Point Average,Student Attitudes,Student Behavior,Student Adjustment,Stress Management,Social Influences,Well Being,Student School Relationship,Student Needs,Predictor Variables,Social Status,Anxiety,Achievement Gap

The period of early adolescence is characterized by dramatic changes, simultaneously affecting physiological, psychological, social, and cognitive development. The physical transition from elementary to middle school can exacerbate the stress and adversity experienced during this critical life stage. Middle school students often struggle to find social and emotional support, and many students experience a decreased sense of belonging in school, diverting students from promising academic and career trajectories. Drawing on psychological insights for promoting belonging, we fielded a brief intervention designed to help students reappraise concerns about fitting in at the start of middle school as both temporary and normal. We conducted the first district-wide double-blind experimental study of this approach with middle-school students (N=1,304). Compared to the control condition activities, the intervention reduced sixth-grade disciplinary incidents across the district by 34%, increased attendance by 12%, and reduced the number of failing grades by 18%. Differences in benefits across demographic groups were not statistically significant but some impacts were descriptively larger for historically underserved minority students and boys. A mediational analysis suggested 80% of long-term intervention effects on students' GPA were accounted for by changes in students' attitudes and behaviors. These results demonstrate the long-term benefits of psychologically reappraising stressful experiences during critical transitions and the psychological and behavioral mechanisms that support them. Furthermore, this brief intervention is a highly cost-effective and scalable approach that schools may use to help address the troubling decline in positive attitudes and academic outcomes typically accompanying adolescence and the middle school transition. [This paper was published in &quot;Proceeedings of the National Academy of Sciences&quot; v116 p16286-16291 2019.]
Child Abuse and Neglect: Gender Based Teachers Awareness
Author: Khandagale, Vidyanand S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Abuse,Child Neglect,Gender Differences,Teacher Role,Elementary School Teachers,Disclosure,Foreign Countries,Teacher Competencies,Student Needs,Student Behavior,Knowledge Level,Teacher Responsibility

Child abuse and Neglect is a concern as the grown child is later a responsible citizen of society. The well-round develop a child in a peaceful manner is constructive and an asset to the society and eventually to the nation and globe. Child Abuse and Neglect affects child personality in a socio-psychological manner. Identification of CAN at the right time and intervene for the child right empowers a vulnerable child. Hence teachers may play a key role in Child Abuse and Neglect. The objectives of the study were to identify the perceived concept of CAN along with the CAN Awareness among Primary School Teachers based Gender. The data was analyzed at dual-stage Qualitative and Quantitative and it was found that Moderate number of Schools does not have Policies to overcome &amp; prevent the CAN and few of the Primary School teachers are unaware of POCSO Act. Few of Male &amp; Female teachers are unaware of Case Identification &amp; Reporting of CAN. A moderate number of Male &amp; Female teachers has not participated in child abuse and neglect related awareness Training Programme.
Student Teaching and the Geography of Teacher Shortages. Working Paper No. 222-1019
Author: Goldhaber, Dan
Date: 2019-10-00
Type: Reports - Research
Subjects: Student Teaching,Teacher Shortage,Student Teachers,Student Placement,Beginning Teachers,Teacher Selection,Credentials,Teacher Distribution

Prior research has shown that about 15% of teachers are hired into the same school in which they student taught, about 40% are hired into their student teaching district, and the location of teachers' student teaching placements is more predictive of where they are hired than where they went to high school or college. While this suggests that strategic student teaching placements are a potential policy lever for addressing regional teacher shortages, there is no prior empirical evidence of a relationship between student teaching placements and teacher shortages. In this paper, we describe research from Washington state that descriptively explores the relationship between student teaching placements and a proxy for teacher shortages, the proportion of new teacher hires in a school or district with emergency teaching credentials. We find that schools and districts that host fewer student teachers tend to hire significantly more new teachers with emergency credentials the following year, and that these relationships are robust to controlling for school and district urbanicity, distance to a teacher education program, and other observable school and district characteristics. This descriptive evidence suggests exploring efforts to place student teachers in schools and districts that struggle to staff their classrooms.
Born in the Family: Preferences for Boys and the Gender Gap in Math. Working Paper No. 216-0219-1
Author: Dossi, Gaia
Date: 2019-02-00
Type: Reports - Research
Subjects: Males,Females,Mathematics Achievement,Preferences,Family Influence,Gender Bias,Public Schools,Mathematics Tests,Scores,Correlation,Performance,Mothers,Parent Attitudes,Sex Role,Socialization,Gender Differences,Social Attitudes,Achievement Tests,Standardized Tests,State Standards,Elementary Secondary Education

We study the effect of preferences for boys on the performance in mathematics of girls, using evidence from two different data sources. In our first set of results, we identify families with a preference for boys by using fertility stopping rules in a large population of households whose children attend public schools in Florida. Girls growing up in a boy-biased family score on average 3 percentage points lower on math exams when compared to girls raised in other types of families. In our second set of results we find similar strong effects when we study the correlations between girls' performance in mathematics and maternal gender role attitudes, using evidence from the National Longitudinal Survey of Youth. We conclude that socialization at home can explain a non-trivial part of the observed gender disparities in mathematics performance and document that maternal gender attitudes correlate with those of their children. [The Florida Department of Education and Health provided the linked population-level administrative data that permitted this analysis to take place.]
From the Clinical Experience to the Classroom: Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance. Working Paper No. 223-1019
Author: Chen, Bingjie
Date: 2019-10-00
Type: Reports - Research
Subjects: Predictive Validity,Teaching Skills,Student Teaching,Student Placement,Teacher Education Programs,Licensing Examinations (Professions),Summative Evaluation,Teacher Effectiveness,Student Evaluation,Evaluation Methods,State Standards,Alignment (Education),Scores,Formative Evaluation

We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is typically taken during a candidate's student teaching placement and is a requirement for teacher preparation program completion in Massachusetts. We find that candidates' performance on the CAP predicts their in-service summative performance evaluations the following year and provides a signal of future teacher effectiveness beyond what is already captured by the state's traditional licensure tests. Our findings add to a growing literature demonstrating that it is possible to collect information about the skills of &quot;prospective&quot; teachers during their teacher preparation experience that are predictive of the &quot;in-service&quot; outcomes of teachers.
Do More Effective Teachers Become More Effective Principals? Working Paper No. 215-0119-1
Author: Goldhaber, Dan
Date: 2019-01-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Administrator Effectiveness,Principals,Teacher Promotion,Teacher Characteristics,Administrator Characteristics,Educational Attainment,Gender Differences,Licensing Examinations (Professions),Scores,Labor Market,School Districts,Value Added Models,English Instruction,Language Arts,Mathematics,Personnel Selection

Principals are widely seen as a key influence on the educational environment of schools, and nearly all principals have experience as teachers. Yet there is no evidence on whether we can predict the effectiveness of principals (as measured by their value added) based on their value added as teachers, an issue we explore using administrative data from Washington. Several descriptive features of the principal labor market stand out. First, teachers who become principals tend to have higher levels of educational attainment while teaching and are less likely to be female, but we find no significant differences in licensure test scores between those teachers who become principals and those we do not observe in the principalship. Second, principal labor markets appear to be quite localized: about 50 percent of principals previously taught in the same district in which they assumed a principalship. We find positive correlations between teacher and principal value added in reading (ELA) and similarly sized but less precise estimates in math. Teachers who become principals have slightly higher teacher value added, but the difference between the two groups is not statistically significant, suggesting that principals are not systematically selected based on their prior effectiveness when serving as a classroom teacher.
Career and Technical Education in High School and Postsecondary Pathways in Washington State. Working Paper No. 224-1119
Author: Cowan, James
Date: 2019-11-00
Type: Reports - Research
Subjects: Vocational Education,High School Students,High School Graduates,College Attendance,Certification,STEM Education,Safety,Occupations,Intellectual Disciplines,Employment Level,Associate Degrees,Bachelors Degrees,Liberal Arts,Social Sciences,Student Characteristics,Labor Market

We describe the postsecondary transitions of students taking CTE courses in high school using administrative data on one cohort of high school graduates in Washington State. Conditional on observable characteristics, CTE concentrators--high school graduates who complete at least four CTE credits--are about 4 percentage points less likely to enroll in college than other high school graduates. However, CTE students are significantly more likely to enroll in and complete vocational programs, especially in certificate programs in applied STEM and public safety fields. Among students not enrolled in college, CTE students are also more likely to obtain full-time employment--and to work more intensively--within the first three years following high school graduation. Although the improvements in employment outcomes do not offset reductions in college enrollment, the higher completion rates of vocational credentials among CTE concentrators indicate some important positive outcomes for this population.
The Annual Condition of Education Report, 2018
Author: Iowa Department of Education
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Early Childhood Education,Teacher Salaries,Academic Achievement,Educational Finance,Educational Technology,Special Education,Teacher Characteristics,Administrator Characteristics,Principals,Superintendents,School Counselors,School Libraries,Librarians,Attendance,Preschool Education,Parent Attitudes,School Nurses,School District Size,Class Size,Expenditure per Student,Kindergarten,Second Language Learning,Algebra,Mathematics Education,Mathematics Achievement,Science Education,Science Achievement,Advanced Placement,Educational Indicators,College Entrance Examinations,Achievement Tests,National Competency Tests,Postsecondary Education,Graduation Rate,Dropouts,Suspension,Expulsion,High School Graduates,Safety,Positive Behavior Supports,Expenditures,Taxes,Elementary Secondary Education,Budgets

Data and information are important components of school improvement. They show how schools are changing and how students are progressing. Providing and interpreting data is one of the critical functions of the Iowa Department of Education. The annual Condition of Education report provides valuable data about students, educators and school districts across a number of statewide measures. They include shifts in student populations and demographics, teacher and administrator salaries and characteristics, student achievement results, and school financial information. In addition, the Condition of Education data can be used to help schools and communities move closer to the Future Ready Iowa goal: By 2025, 70 percent of Iowans in the workforce will complete post-secondary education or training. The data for this annual report are presented according to: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (5) Student Performance; (6) Special Education; and (7) Finance. [For the report from the previous year, see ED583725.]
Limited Certificated Teachers in Washington: Barriers to Becoming Fully Certificated and Needed Supports. REL 2020-013
Author: Yoon, Sun Young
Date: 2019-12-00
Type: Reports - Research
Subjects: Teacher Shortage,Teacher Certification,Barriers,Teacher Attitudes,Minority Group Teachers,Whites,Racial Differences,Diversity (Faculty),Alternative Teacher Certification,Intellectual Disciplines,Instructional Program Divisions,Labor Force Development,State Policy,Elementary Secondary Education,Access to Education

Many states, including Washington, are attempting to reduce teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in further support for these teachers to seek full certification, Washington policymakers want to understand the interest of limited certificated teachers in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. This study presents the results of a statewide survey of limited certificated teachers on those topics. More than two thirds of respondents expressed interest in becoming fully certificated many in a subject area in which there is a staffing shortage. Respondents who expressed interest in becoming fully certificated identified substantial barriers to doing so, including time and financial concerns. This was true particularly for limited certificated teachers of color, who identified a broader range of supports needed to pursue full certification than White teachers did. The findings have important implications for the state's efforts to reduce teacher shortages and to increase the diversity of its teacher workforce and for designing state policies and programs to help limited certificated teachers become fully certificated. [For the appendixes, see ED600823; for the study brief, see ED600824; and for the study snapshot, see ED600825.]
Limited Certificated Teachers in Washington: Barriers to Becoming Fully Certificated and Needed Supports. Appendixes. REL 2020-013
Author: Regional Educational Laboratory Northwest (ED)
Date: 2019-00-00
Type: Reports - Research
Subjects: Teacher Shortage,Teacher Certification,Barriers,Teacher Attitudes,Minority Group Teachers,Whites,Racial Differences,Diversity (Faculty),Alternative Teacher Certification,Intellectual Disciplines,Instructional Program Divisions,Labor Force Development,Elementary Secondary Education,Access to Education

These are the appendixes for the report &quot;Limited Certificated Teachers in Washington: Barriers to Becoming Fully Certificated and Needed Supports.&quot; The study findings are based on analysis of responses to the Limited Certificated Teacher Survey administered in 2017 by the State of Washington Professional Educator Standards Board. The study team analyzed survey responses using descriptive statistics, calculating the percentage of respondents who answered each item. The study team also analyzed responses by race/ethnicity (teachers of color and White teachers), and differences of at least 5 percentage points between groups were classified as meaningful. Three appendixes are included in the document. [For the full report, see ED600822; for the study brief, see ED600824; and for the study snapshot, see ED600825.]
Limited Certificated Teachers in Washington: Barriers to Becoming Fully Certificated and Needed Supports. Study Brief. REL 2020-013
Author: Yoon, S. Y.
Date: 2019-12-00
Type: Reports - Research
Subjects: Teacher Shortage,Teacher Certification,Barriers,Teacher Attitudes,Minority Group Teachers,Whites,Racial Differences,Diversity (Faculty),Alternative Teacher Certification,Intellectual Disciplines,Instructional Program Divisions,Labor Force Development,State Policy,Elementary Secondary Education,Access to Education

Many states, including Washington, are attempting to reduce teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in further support for these teachers to seek full certification, Washington policymakers want to understand the interest of limited certificated teachers in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. This study presents the results of a statewide survey of limited certificated teachers on those topics. More than two-thirds of respondents expressed interest in becoming fully certificated many in a subject area in which there is a staffing shortage. Respondents who expressed interest in becoming fully certificated identified substantial barriers to doing so, including time and financial concerns. This was true particularly for limited certificated teachers of color, who identified a broader range of supports needed to pursue full certification than White teachers did. The findings have important implications for the state's efforts to reduce teacher shortages and to increase the diversity of its teacher workforce and for designing state policies and programs to help limited certificated teachers become fully certificated. [For the full report, see ED600822; for the appendixes, see ED600823; and for the study snapshot, see ED600825.]
Limited Certificated Teachers in Washington: Barriers to Becoming Fully Certificated and Needed Supports. Study Snapshot. REL 2020-013
Author: Regional Educational Laboratory Northwest (ED)
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Certification,Barriers,Teacher Attitudes,Minority Group Teachers,Whites,Racial Differences,Diversity (Faculty),Alternative Teacher Certification,Intellectual Disciplines,Instructional Program Divisions,Labor Force Development,Elementary Secondary Education,Access to Education

Washington state faces a growing teacher shortage, especially in bilingual education, math, science, English language development, and special education. And its teacher workforce is much less diverse than the student population. To reduce these challenges, state education leaders want to encourage limited certificated teachers to become fully certificated. This study examines limited certificated teachers' interest in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. The study is based on responses to an online survey administered in 2017 by the State of Washington Professional Educator Standards Board to the state's 1,834 limited certificated teachers. [For the full report, see ED600822; for the appendixes, see ED600823; and for the study brief, see ED600824.]