ethanporcaro/eric-fulltext-meta huggingface dataset:
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2015-16 (Fiscal Year 2016). First Look. NCES 2019-301
Author: Cornman, Stephen Q.
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Income,Expenditures,Educational Finance,Public Schools,Elementary Secondary Education,Expenditure per Student,Student Personnel Services,Academic Support Services,School Administration,School Maintenance,Student Transportation,Food Service,Salaries,Fringe Benefits,Resources,Public Education,National Surveys,Tables (Data)

This First Look report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2016. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function and object; (4) current expenditures; and (5) current expenditures per pupil. The expenditure functions include instruction, instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services), food services, enterprise operations, and total current expenditures. Objects reported within a function include salaries, employee benefits, purchased services, supplies, and equipment. The finance data used in this report are from the National Public Education Finance Survey (NPEFS), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. State education agencies (SEAs) in each of the 50 states, the District of Columbia, and the 5 other jurisdictions of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands report these data annually to NCES. The NPEFS instructions ask SEAs to report revenues and expenditures covering prekindergarten through high school public education in regular, special, and vocational schools; charter schools; and state-run education programs (such as special education schools or education programs for incarcerated youth). The source for the data and findings included in this report is the FY 16 NPEFS provisional (version 1a) data file.
Key Insights from International Large Scale Assessments in the Gulf. NFER Education Briefings
Author: National Foundation for Educational Research (NFER) (United Kingdom)
Date: 2018-04-20
Type: Reports - Evaluative
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Tests,Science Achievement,Grade 4,Reading Tests,Reading Achievement,Educational Trends,Comparative Education,Geographic Regions,Benchmarking,Scores,Gender Differences,Teacher Qualifications,Student Attitudes,Preschool Education

Education is recognised across the Gulf Cooperation Council (GCC) as a moral imperative and a strategic priority to secure future prosperity and human flourishing. Policymakers have set ambitious targets to join the ranks of the best performing education systems in the world in order to deliver economic success and secure a place on the world stage for their citizens. This briefing paper presents a summary of the key findings from the most recent international large scale assessment studies: (1) Trends in International Mathematics and Science Study (TIMSS) 2015; (2) Progress in International Reading Literacy Study (PIRLS) 2016; and (3) Programme for International Student Assessment (PISA) 2015. It also looks at how these compare across the countries of the Gulf Cooperation Council (GCC).
The Use of Theory in Research on Broadening Participation in PreK-12 STEM Education: Information and Guidance for Prospective DRK-12 Grantees
Author: Powell, A.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Access to Education,Educational Research,Educational Theories,Elementary Secondary Education,Preschool Education,Disproportionate Representation,Individual Power,Culturally Relevant Education,Social Capital,Social Control,Social Theories,Communities of Practice,Sociolinguistics

The National Science Foundation's (NSF's) mission of broadening opportunities for and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines is essential to the health and vitality of STEM endeavors and professions. Discovery Research PreK-12 (DRK-12) and other programs in NSF's Education and Human Resources Directorate operationalize these goals by supporting projects that aim to increase the scientific workforce by engaging and building capacity in all people in STEM learning and professional training, particularly those from groups that have been traditionally underrepresented in STEM fields. This paper seeks to provide a resource for prospective DRK-12 grantees by identifying some of the theories that current and recent DRK-12 grantees are using in their research on broadening participation. It reflects the results of a synthesis process with a volunteer group of principal investigators (PIs). It offers information that might not be easily found or accessible, partly because some of these projects have not yet reached the publication stage.
BC Student Outcomes: The 2016 Highlights
Author: BC Student Outcomes (Canada)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Student Surveys,College Students,Academic Degrees,Associate Degrees,Bachelors Degrees,Certification,College Graduates,Employment Level,Unemployment,Outcomes of Education,Job Skills,Educational Attainment,Apprenticeships,Postsecondary Education,Intellectual Disciplines,Educational Finance,Paying for College,Educational Quality,Satisfaction,Debt (Financial),Workplace Learning,Wages

Student feedback is essential to maintaining quality and ensuring relevance in the education system. BC Student Outcomes provides that feedback by surveying former post-secondary students who took apprenticeship technical training, baccalaureate programs, and associate degree, diploma, or certificate programs. In 2016, over 28,000 former students were surveyed. This report presents key results from those surveys. The 2016 Apprenticeship Student Outcomes Survey had 2,565 respondents out of 4,787 former apprenticeship students who were eligible for the survey. Of traditional apprenticeship students: (1) 98% were in the labour force; (2) 8.5% was the unemployment rate; (3) 98% of those employed were working full time; and (4) 93% said the knowledge and skills they learned were useful for employment. The 2016 Baccalaureate Graduates Survey of 2014 graduates had an overall response rate of 45 percent, with 10,669 respondents out of 23,642 former students who were eligible to be surveyed. Of baccalaureate graduates: (1) 47% took further studies; (2) 89% were in the labour force; (3) 7.0% was their unemployment rate; (4) 82% of those employed were working full time; and (5) 72% said their job was related to their education. In 2016, there were 28,134 students eligible for the BC Diploma, Associate Degree, and Certificate Student Outcomes Survey; 14,784 participated, for a response rate of 53 percent. Of graduates from diploma and certificate programs: (1) 92% were in the labour force; (2) 8.6% was their unemployment rate; (3) 85% of those employed were working full-time; and (4) 85% said the knowledge and skills they learned were useful for employment. Of students from associate degree programs (including university transfer): (1) 80% took further studies; (2) 81% of those who took further studies received transfer credits; and (3) 74% were studying at the time of the survey. Findings from the Student Outcomes surveys are used by the Province of British Columbia for labour market analysis, policy development, and accountability. Post-secondary institutions use the data to improve programs and services; their academic and career counsellors draw on the results to advise prospective and continuing students. [The BC Student Outcome surveys are conducted with funding from the Ministry of Advanced Education, the Industry Training Authority, and from British Columbia's public post-secondary institutions. For &quot;BC Student Outcomes: The 2015 Highlights,&quot; see ED590475.]
Mentoring for the Postdoctoral/Early Career Researcher: Key Elements and Broader Impacts. CADRE Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Mentors,Graduate Students,Postdoctoral Education,Student Research,STEM Education,Disproportionate Representation,Resilience (Psychology),Student Motivation,Social Support Groups,Transfer of Training,Communication Skills,Skill Development,Research Skills,Educational Benefits

This brief presents findings from a 2014 [Community for Advancing Discovery Research in Education] CADRE study of early career STEM education researchers and veteran principal investigators and their experiences with early career mentoring, either of themselves or of others. The findings describe successful mentoring strategies, as well as suggestions for future improvements, to better prepare STEM postdocs for the reality of their future STEM careers. Key findings: (1) Good mentoring benefits both mentor and mentee; (2) Effective mentoring can advance the careers of underrepresented groups in the STEM and STEM education professions; (3) Custom and formal mentoring plans encourage mentee perseverance and commitment; (4) Multiple mentors and mentoring networks can be as productive as traditional mentor-mentee pairs; and (5) More time must be spent on mentee development of transferable career and communication skills as well as technical, research, and content skills and knowledge.
Meeting Today&apos;s Higher Education Goals via the National Center for Education Statistics&apos; Postsecondary Sample Surveys
Author: Campbell, Corbin M.
Date: 2017-08-00
Type: Reports - Research
Subjects: Higher Education,Educational Objectives,National Surveys,Longitudinal Studies,Futures (of Society),Global Approach,College Faculty,Accountability,Educational History,Educational Technology,Information Technology,Technology Integration,Educational Finance,Distance Education,Graduate Students,Undergraduate Students,Enrollment Trends,Student Diversity,Institutional Characteristics,Student Characteristics

In an effort to improve the relevancy of National Center for Education Statistics (NCES) postsecondary survey data to current higher education data needs, this paper examines the ways in which the postsecondary landscape has changed since the inception of the first NCES longitudinal survey. It reviews the sociocultural and historical context surrounding the NCES postsecondary sample surveys, examines whether the current data collections address current needs and anticipate future needs, and provides recommendations including realignment of survey content with the current postsecondary landscape.
Age-Sensitive Instrument Design for Youth: A Developmental Approach
Author: Arthur, Ann M.
Date: 2017-10-00
Type: Reports - Research
Subjects: Test Construction,Children,Adolescents,Child Development,Theories,Error of Measurement,Cognitive Development,Language Acquisition,Reading,Social Development,Moral Development,Developmental Stages,Developmentally Appropriate Practices,Responses

Designing instruments for children and youth that result in reliable and valid data requires consideration beyond calculating grade-level equivalence of the text. Very little methodological research has been conducted on the survey response processes of children and youth and there are no comprehensive guidelines informing instrument development for this population. This paper reviews and integrates theories from the fields of cognitive, developmental, and educational psychology, as well as survey methodology, to consider how children's cognitive, language/reading, and social/moral development impacts their progression through the four stages (comprehension, retrieval, judgment, and reporting) of the survey response model. Based on this review, a set of theoretically-based recommendations is proposed for designing or adapting instruments for children and youth that are 9 to 18 years old. These recommendations aim to minimize developmentally-related measurement errors within each stage of the response process.
Improving Conditions for Learning for Youth Who Are Neglected or Delinquent. Second Edition. Issue Brief
Author: Osher, David
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: At Risk Students,Culturally Relevant Education,Social Influences,Emotional Response,Delinquency,Child Neglect,Disadvantaged Youth,Minority Group Students,Learning Problems,School Safety,Student Needs,Social Development,Emotional Development,Learner Engagement,Educational Environment,Interpersonal Relationship,Mental Health,Screening Tests,Discipline,Student Placement

Learning is not just a cognitive process. Research shows that powerful social and emotional factors affect learning. These factors influence students' abilities to attend to and direct their learning; students' engagement in learning activities; and teachers' ability to connect with, challenge, and support students. Social and emotional factors are particularly important for students served in neglected or delinquent settings--who often come from economically disadvantaged backgrounds; are students of color; or have emotional, behavioral, and learning disabilities. Research suggests that it is hard to improve academic outcomes for these students without addressing social and emotional barriers to learning that they face. To help them advance academically, the following factors that create effective conditions for learning must be addressed in a culturally competent and youth-guided manner: (1) Safety; (2) Support; (3) Social and Emotional Learning (SEL); and (4) Engagement and Challenge. These conditions are interdependent and reinforce each other. This brief is divided into four sections focusing on the conditions for learning described. Each section defines the condition, cites relevant research, provides strategies to foster the condition, and offers resources to further one's knowledge and development of the condition.
Free for All? Analysing Free Schools in England, 2018
Author: Garry, Jen
Date: 2018-05-00
Type: Reports - Research
Subjects: Foreign Countries,Free Schools,Institutional Characteristics,Elementary Schools,Secondary Schools,Student Characteristics,School Choice,Nontraditional Education,Educational Innovation,Inclusion,Parent Participation,Minority Group Students,School Location,Disadvantaged Environment,Disadvantaged Schools,Academic Achievement,Outcomes of Education

Free schools are all-ability schools, funded by the government, and can be set up by groups such as charities, universities, teachers or parents. Free schools came into being as part of the Academies Act 2010 and the Education Act 2011 and have the same legal status as academies. The first free schools opened in September 2011 and by the end of September 2017, 311 had been established, of which 156 were primary free schools, 118 secondary free schools and 37 all-through free schools. Nine have closed since being established (four primary, five secondary). This report takes a snapshot of the free school programme in England, seven years after its establishment, looking at the types of school set up, the characteristics of their pupils, and their academic outcomes.
Newark Public Schools: Budget Impacts of Underfunding and Rapid Charter Growth
Author: Farrie, Danielle
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Public Schools,Educational Finance,Budgets,Urban Schools,Financial Support,Charter Schools,Financial Problems,Funding Formulas,Expenditure per Student,Special Education,Elementary Secondary Education,Enrollment Trends,State Legislation,Educational Legislation,State Aid

In 2015, Education Law Center released a report documenting the strain on resources in the Newark Public Schools (NPS). Two years later the district is still feeling the impact of the underfunding of the state's school aid formula and the rapid expansion of the charter sector. Essential resources in district schools have been eroded, depriving students of the opportunity for a thorough and efficient education. NPS has endured multiple years with significantly less funding to educate students, many of whom have extra educational needs, and to address year-to-year increases in fixed costs, such as salaries, benefits and building maintenance. To balance the school budget, NPS has had no alternative but to substantially cut teachers, support staff and special education and other programs, shrinking the resources necessary for all students to achieve the State's Core Curriculum Content Standards (CCCS). In this report the authors analyze the impact of the NPS budget crisis on per pupil spending in district schools. They find that the combined stress of chronic underfunding and rapid charter expansion has significantly lowered spending and reduced staff and programs in district schools. [For the previous report, see ED570344.]
What Works for Latino Students in Higher Education: 2017 Compendium--Examples of iExcelencia!
Author: Excelencia in Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Hispanic American Students,Higher Education,Success,Academic Achievement,Associate Degrees,Bachelors Degrees,Graduate Study,Program Effectiveness,College Students,Academic Support Services,Student Recruitment,School Holding Power,Community Organizations,Mentors,Educational Research,Partnerships in Education,Graduation,Graduation Rate,Educational Improvement,Instructional Leadership

Through &quot;Examples of Excelencia,&quot; &quot;Excelencia&quot; in Education recognizes programs that accelerate Latino student success in four categories: the Associate, Baccalaureate, Graduate levels as well as Community-Based Organizations (CBOs). Over the 12 years of Examples, &quot;Excelencia&quot; has recognized many evidence-based programs increasing Latino student success. In 2017 we received over 160 nominations from 25 states, Washington, D.C., and Puerto Rico and recognized 19 finalists. An external selection committee then selected four programs, one program per category, as the 2017 Examples of &quot;Excelencia.&quot; All finalists are included in our annual compendium &quot;What Works for Latino Student Success in Higher Education.&quot; The compendium contains short program summaries of the four Examples of &quot;Excelencia&quot; and the 15 finalist programs making a positive impact on the educational achievement of Latino students through evidence-based practices. More information about these outstanding programs, as well as those selected as finalists in each category, are included in this compendium. &quot;Excelencia's&quot; purpose in sharing what works is to prompt educators and policymakers to take an asset-based approach to serving Latino students and inspire these decision makers to work to increase Latino student success by supporting, replicating, and bringing to scale evidence-based practices that intentionally include Latino students in their success. [Additional funding for this paper was provided by the Strada Education Network. For the 2016 edition of this report, see ED590485.]
What Works for Latino Students in Higher Education: 2016 Compendium--Examples of iExcelencia!
Author: Excelencia in Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Hispanic American Students,Academic Achievement,Achievement Gap,Program Effectiveness,College Students,Associate Degrees,Bachelors Degrees,Graduate Study,Outcomes of Education,Evidence Based Practice,Academic Support Services,Mentors,Student Recruitment,School Holding Power,Educational Research,Partnerships in Education,Graduation Rate,Graduation,Tutoring,College Preparation,Educational Improvement,Success,Instructional Leadership,Social Work

The 2016 Examples of &quot;Excelencia&quot; recognizes selected programs in higher education at the Associate, Baccalaureate, Graduate levels as well as at Community-Based Organizations (CBOs). The compendium contains one-page program summary of the 4 Examples of &quot;Excelencia&quot; and the 16 finalist programs making a positive difference in the educational achievement of Latino students in higher education. These programs do not serve Latino students exclusively, but each program disaggregates their data and can demonstrate success with Latino students. [Additional funding for this paper was provided by the PG&amp;E Corporation.]
Skills for Employment: What Are the Most Useful Skills Post-Secondary Students Acquire? Fact Sheet
Author: BC Student Outcomes (Canada)
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Job Skills,Employment Potential,Skill Development,College Graduates,Credentials,Apprenticeships,Building Trades,Mathematics Skills,Critical Thinking,Independent Study,Reading Comprehension,Interpersonal Competence,Education Work Relationship,Outcomes of Education,Student Surveys,Foreign Countries

The Student Outcomes surveys include a series of questions that focus on the specific skills acquired by former students. Many of the skills are employability skills. The former students who responded to the Student Outcomes surveys were very likely to say their institutions helped them develop skills and that those skills were useful for employment. The skills that were rated highest varied by credential type, with the variation reflecting the focus of the studies. Respondents from apprenticeship programs gave their highest ratings to the skills most useful to performing trades occupations: using tools and equipment and using mathematics. Respondents from baccalaureate programs focused more on their academic experience, and gave their highest ratings to the abilities to analyse and think critically and learn independently. The respondents who graduated from diploma and certificate programs gave high ratings to most of the skills, but the abilities to read and comprehend materials (appropriate to the field of study) and to work effectively with others were at the top. This reflects the focus of most diploma and certificate studies, which is to prepare students for work in a specific field. Data from these findings are presented in this fact sheet. [Information for this fact sheet came from the 2015 Apprenticeship Student Outcomes Survey; the 2015 Baccalaureate Graduates Survey; and the 2015 Diploma, Associate Degree, and Certificate Student Outcomes Survey. The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, the participating British Columbia postsecondary institutions, and the Industry Training Authority.]