ethanporcaro/eric-fulltext-meta huggingface dataset:
Scaling Workforce Development Programming in Baltimore. The Abell Report. Volume 32, No. 9
Author: Dworak, Linda
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Program Effectiveness,Job Skills,Employment Qualifications,Industry,Labor Market,Access to Education,Cooperation,Career Development,Equal Education,Program Development,Barriers,Educational Finance,Cooperative Planning,School Business Relationship,Transportation,Adult Basic Education,Criminals,Reentry Students,Equal Opportunities (Jobs)

Throughout Baltimore, men and women, from young adults to older workers, are seeking meaningful employment opportunities that offer family-sustaining wages and support personal well-being. Labor markets are tight, meaning that skilled workers are in great demand, and a unique prospect exists to open doors to quality jobs, particularly for those who have faced intractable barriers to such opportunity. This paper explores opportunities to scale up approaches to effective workforce development programming in Baltimore. This report highlights the opportunities and challenges for rapid scaling up of effective workforce development programs. It begins with a brief review of local and national evidence demonstrating that the industry-sector workforce development model is effective at assisting job seekers to prepare for and enter the workforce. Next, the report reviews the case for scale by looking at Baltimore's labor market from both the perspective of the program staff and a review of labor market data. Concurrent with national trends, the Baltimore region is experiencing strong employment figures. This report is organized as follows: (1) evidence of the effectiveness of an industry-sector workforce development model; (2) labor market opportunities for increased scale; (3) opportunities to reach underserved populations; (4) building organizational capacity for scale; (5) external systems as challenges to scale; (6) scale through collaboration, coordination, and career pathways; and (7) recommendations for action. Unattributed quotes from interviewees are interspersed throughout this report along with fuller program highlights that describe strategies and innovations developed by Baltimore's workforce development community.
The &quot;Grey Area&quot;: Towards a Computational Approach for Modeling the Zone of Proximal Development
Author: Chounta, Irene-Angelica
Date: 2017-09-00
Type: Speeches/Meeting Papers
Subjects: Learning Theories,Sociocultural Patterns,Intelligent Tutoring Systems,Physics,Science Instruction,Prior Learning,Accuracy,Prediction,High School Students,Teaching Methods,Science Achievement,Instructional Design,Course Content,Models,Classification

In this paper, we propose a computational approach to model the Zone of Proximal Development (ZPD) using predicted probabilities of correctness and engaging students in reflective dialogue. To that end, we employ a predictive model that uses a linear function of a variety of parameters, including difficulty and student knowledge and we analyze the activity of students who use a natural language tutoring system that presents conceptual reflection questions after students solve high-school physics problems. In order to operationalize our approach, we introduce the concept of the &quot;Grey Area&quot;, that is the area of uncertainty in which the student model cannot predict with acceptable accuracy whether a student is able to give a correct answer without support. We further discuss the impact of our approach on student modeling, the limitations of this work and we discuss future work in systematically and rigorously evaluating the approach.
Prevention, Intervention, and Policy Strategies to Reduce the Individual and Societal Costs Associated with Adverse Childhood Experiences (ACEs) for Children in Baltimore City. The Abell Report. Volume 32, No. 11
Author: Thompson, Elizabeth
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Prevention,Intervention,Educational Policy,Children,Early Experience,Child Abuse,Family Problems,Family Violence,Incidence,Sexual Abuse,Child Neglect,Substance Abuse,Child Health,Stress Variables,Parent Education,Trauma,Therapy,Public Health,Urban Areas,Evidence Based Practice,Community Programs,Social Services

Traditionally defined, Adverse Childhood Experiences, or ACEs, include experiences of child maltreatment and other family problems such as domestic violence and parental incarceration. These ACEs are common, frequently co-occur, and are associated with a whole host of negative social outcomes, health risk behaviors, psychiatric and substance use disorders, and medical health problems. This report reviews the state of the science on programs designed to prevent ACEs and mitigate their negative effects, and surveys the Baltimore City landscape in terms of prevalence of ACEs and the availability of interventions to address ACEs. The recommendations derived from this report are organized into seven sections: (1) prevention; (2) intervention; (3) service systems; (4) community-wide initiatives; (5) structural; (6) policy; and (7) performance evaluation. The legislative recommendations outlined in the closing section of this report to prevent and/or reduce the impact of ACEs, proposed by the Maryland Essentials for Childhood and the State Council on Child Abuse and Neglect should be supported. Several other action-oriented recommendations to advance these efforts are offered.
Thinking Long Term: State Graduation Rate Goals under ESSA
Author: Achieve, Inc.
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Objectives,Accountability,Statewide Planning,Goal Orientation,Academic Achievement

A clear set of student performance goals can serve as the central driver of not only a state's accountability system, but also the entire education system. Well-articulated goals serve numerous critical purposes, including clarifying the state's aspirations and priorities for its students, schools, and the future of the state more broadly; focusing policy, practice, and resources on the most effective strategies to achieve their goals; and signaling the need to adjust course along the way if a state is not meeting its trajectory. This brief examines long-term goals for improving graduation rates included in states' submitted Every Student Succeeds Act (ESSA) plans as of January 2018; for states whose plans were approved by the U.S. Department of Education at the time of publication, the analysis is based on the long-term goals in their final plans. The brief offers early insights into the varied approaches states have taken in setting long-term goals, and the timelines and trajectories to reach them. It also compares the baselines states are working from in setting their trajectories, and given states' increased autonomy for setting their goals under ESSA, compares differences in the approaches states have used to set their goals per their ESSA plans. It then takes a closer look at how states' graduation goals vary for different groups of students. Next, the brief looks at how states' goals for graduation rates and academic achievement converge -- or diverge. And finally, it lays out a set of recommendations for states as they turn to the difficult task of making their graduation goals into a reality.
Utah State Board of Education Fingertip Facts, 2018-19
Author: Utah State Board of Education
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,Gender Differences,African American Students,American Indian Students,Asian American Students,White Students,Hispanic American Students,Multiracial Persons,Pacific Islanders,Low Income Students,Limited English Speaking,Students with Disabilities,College Entrance Examinations,Academic Achievement,Reading Achievement,Language Arts,Mathematics Achievement,Science Achievement,Vocational Education,Career Readiness,Public Education,Educational Finance,Financial Support,Tuition,Fees,Taxes,Investment,School Personnel,Expenditures,Costs,Maintenance,Transportation,Elementary Secondary Education,Institutional Characteristics,Teacher Characteristics,Teacher Salaries,Teacher Student Ratio,Expenditure per Student,Graduation Rate,Racial Differences,Ethnicity,Enrollment,Advanced Placement,Dual Enrollment,Standardized Tests,State Standards

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: (1) SAGE Testing; (2) 2018 Utah ACT Scores; (3) CTE Career Pathways; (4) 2018 Public Education General Fund; (5) 2017 Public Enrollment Demographics; (6) Public Schools by Grade Level, 2018-2019; (7) 2017-28 Number of Licensed Educators; (8) Estimated Average Teacher Salary; (9) Pupil-Teacher Ratio; (10) Per Pupil Spending in Perspective, 2015-16 (11) Graduation Rates; (12) Public School Enrollment; (13) Advanced Placement; (14) Concurrent Enrollment; and (15) 2019 Utah State Board of Education. [For &quot;Utah State Board of Education Fingertip Facts, 2017-18,&quot; see ED595872.]
Learner Autonomy: How Teacher Trainers Understand and Apply?
Author: Kandemir, Anil
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Personal Autonomy,Preservice Teachers,Independent Study,Second Language Learning,Teacher Educators,Preservice Teacher Education,Student Evaluation,Teacher Role,Teacher Characteristics,Teacher Expectations of Students,Second Language Instruction,Self Determination

In last decades, being autonomous language learners has been the spotlight of researchers and accepted as crucial and worth to think carefully about its applications in teacher training institutions. As a consequence, the Ministry of Education in Turkey always emphasises the learner autonomy in their language curriculums and official documents related to language learning. Even in European context, especially in CEFR, it is also stressed that to learn a language, an individual should be autonomous and monitor his own language learning process. Autonomous learning has been defined by Holec (1981, p.3) as &quot;to determine objectives, to define the contents and progressions, to select methods and techniques to be used, to monitor the procedures of acquisition and to evaluate what has been acquired&quot;. One of the results taken into account is being autonomous learner while learning a language really helps and speeds up learning process. In this context, the main question of the study is &quot;What are the views of academics working in an English Language Teaching (ELT) department about 'learner autonomy' and how they implement it in their classes?&quot; This study was designed as a basic qualitative research. The study group was consisted of six teacher trainers of ELT department of a state university in Turkey. Results indicate that teacher trainers know the importance of autonomy, value it and try to implement and foster it. They also thought that they are supporting students to become autonomous and to some extent they are successful in doing so in spite of difficulties. [This paper was published in: &quot;The European Conference on Language Learning 2015: Official Conference Proceedings&quot; (pp. 141-162).]
2018 State Profiles Update for the State of Our Schools Report 2016
Author: 21st Century School Fund
Date: 2018-00-00
Type: Reports - Research
Subjects: School Buildings,Educational Facilities,Elementary Secondary Education,Public Schools,Expenditures,Educational Finance,School Maintenance,School Construction,Financial Support,School Districts,Debt (Financial),Standards,Investment,Enrollment,Facilities Management

The National Council on School Facilities is interested in maintaining good quality local, state, and national facilities data that can be analyzed and reported to inform policy, practice, and spending. The &quot;State of Our Schools&quot; 2016 report examined 20 years of school district and state funding for K-12 public school facilities FY1994-2013. The present report updates the building area data and current replacement value data. For each state, school district FY2014, FY2015, and FY2016 data reported to the U.S. Census of Governments is provided. This is followed by a state fact sheet that provides spending and investment data within a standards framework to encourage a solutions-oriented public dialogue on how each state can provide healthy, safe, and educationally appropriate schools for all students. [For the companion report, &quot;State of Our Schools: America's K-12 Facilities 2016,&quot; see ED581630.]
Effective Practices for Online Tutoring. Position Paper. Adopted Spring 2019
Author: Academic Senate for California Community Colleges
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Online Courses,Tutoring,Computer Mediated Communication,Electronic Learning,Best Practices,Accreditation (Institutions),Educational Benefits,Teaching Skills,Tutor Training,Confidentiality,Plagiarism,Policy,Civil Rights Legislation,Disabilities,Federal Legislation,Compliance (Legal)

Shifting demographics within the state of California and more specifically within the California Community College System have created a need for equitable processes to promote the success of students. Students who enter community colleges should be afforded the same level of support whether they enter virtually or in-person. The development of the Online Education Initiative has sparked great interest and collaboration within the system to support students' successful completion of courses by using services such as online tutoring. Framing the need to innovate and reimagine the way institutions serve students in a continually adapting and evolving world of technology is equally valuable and important. Colleges must meet the needs of all students who may have barriers to success, such as full workloads along with course commitments and other barriers that impact diverse student populations. This document was created by the Transfer, Articulation, and Student Services Committee (TASSC) of the Academic Senate for California Community Colleges and is intended for local academic senates to use as a guide for online tutoring considerations. It may also be used to assist community colleges with the development of effective practices for online tutoring programs. Information provided in this paper may help to develop, enhance, identify, and address areas of both value and concern for online tutoring programs. As such, this paper contains multiple sections that include the following: (1) Accreditation and Online Tutoring; (2) The Value and Benefits of Online Tutoring; (3) Audiences for Online Tutoring; (4) Online Tutoring Skills and Practices; (5) Challenges and Parameters of Services; and (6) Recommendations for Practice.
Utah Higher Education Community Embraces Credit for Prior Learning. Issue Brief No. 2019-7
Author: Miller, Jessica
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: College Credits,Prior Learning,Adults,Nontraditional Students,School Holding Power,Educational Attainment,Credentials,Academic Records,State Legislation,Governing Boards,Competence,Transfer Programs

Prior learning refers to the knowledge, competencies, and skills acquired through formal and informal education outside a traditional academic environment or at the initiative of the individual learner. For example, if a current or potential student participated in an employee training program, military service, or took standardized exams such as Advanced Placement (AP), DANTES Standardized Subject Tests (DSST), or College Level Examination Program (CLEP), they may have earned college-level credit. The Utah System of Higher Education's (USHE) newly formed Prior Learning Committee will be setting quality standards and creating a best practices guidebook for awarding credit for prior learning. This committee was formed partially in response to recent Utah Legislation (HB45, 2019) and to forthcoming Regent Policy R472, both of which require transparency and consistency in the ways USHE institutions award credit for prior learning. USHE institutions already allow students to earn college credit through prior learning assessments; however, not all students know the different options available to challenge courses they may already have mastered through their own experience or studies. The goal going forward will be to ensure that students know their options, that faculty and key staff (like advisors) are trained on the types of prior learning assessments available for students at their institution, and that institutions consider ways they might expand the kinds of assessments available to students.
Cutting Medicaid: A Prescription to Hurt the Neediest Kids
Author: Pudelski, Sasha
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Health Insurance,Public Policy,Wellness,Student Needs,Health Needs,Child Health,Barriers,Medical Services,Educational Legislation,Equal Education,Federal Legislation,Individualized Education Programs,Eligibility,Screening Tests,Diagnostic Tests,Diseases,Clinical Diagnosis,School Districts,Students with Disabilities,Elementary Secondary Education,Low Income,Grants,Mental Health,Health Services,Educational Environment,Federal Programs,Superintendents,Administrator Attitudes,Budgets,Retrenchment

Meeting the health and wellness needs of students in school is a necessary and effective approach to reducing educational barriers for children and ensuring America's economic dominance in the 21st century. Since 1988, Medicaid has permitted payment to schools for certain medically necessary services provided to children under the Individuals with Disabilities Education Act (IDEA) through an individualized education plan (IEP) or individualized family service plan (IFSP). Schools are thus eligible to be reimbursed for direct medical services to students eligible for Medicaid with an IEP or IFSP. In addition, districts can be reimbursed by Medicaid for providing Early Periodic Screening Diagnosis and Treatment Benefits (EPSDT), which provides Medicaid eligible children under age 21 with a broad array of health care screening, diagnosis and treatment services. These services may include vision and hearing screenings, and diabetes and asthma diagnosis and management. Despite the enormous paperwork hurdles for districts to become Medicaid providers and bill Medicaid for eligible services, the benefits for students and districts are very high. This article details a survey by the American Association of School Superintendent's Association (AASA) that raises the concerns superintendents and other school leaders have about Congressional plans to cut Medicaid spending. &quot;Cutting Medicaid: A Prescription to Hurt the Neediest Kids&quot; is divided into five sections. Part I outlines the AASA survey questions and findings. Part II highlights how students with disabilities and low-income students will be particularly impacted by a per-capita cap or Medicaid block grant. Part III describes how communities will be economically affected by a per-capita cap or Medicaid block-grant for school districts. Part IV details the potential of districts to lose critical mental health supports for students that are reimbursable by Medicaid. Part V notes how recent district efforts to expand Medicaid coverage to students and their families will be undermined by a block grant or per-capita cap. Members of Congress are urged to weigh how children will be impacted by a Medicaid block grant and to reach out to school leaders for specific insights about the importance of their school-based Medicaid programs for students.
Student Discipline Best Practices for Charter Schools to Employ
Author: O'Neill, Paul
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Discipline,Best Practices,Charter Schools,Special Education,Students with Disabilities,Suspension,Hearings,Expulsion,Civil Rights,Nontraditional Education,Individualized Education Programs,Compliance (Legal)

This document lists 10 best charter school discipline practices to employ and 10 mistakes to avoid.
Medicaid 101 for School Superintendents
Author: AASA, The School Superintendent's Association
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Health Insurance,Federal Programs,Superintendents,School Health Services,School Districts,Access to Health Care,Child Health,Low Income Students,Federal Aid,State Policy

For more than 30 years, Medicaid has paid for eligible school health services included in student's Individualized Education Programs (IEP) or Individualized Family Service Plan (IFSP). Seventy-nine percent of low-income, school aged children receive health coverage through Medicaid and Child Health Plan (CHIP) which is 37% of all school-aged children. Today, new opportunities exist to enhance the role that Medicaid plays in school, creating a sustainable source of revenue to support school-based health and behavioral health services. This brief explores what Medicaid is, what it covers--in and out of school--and how school districts can leverage Medicaid to enhance school health services, and provides an overview of how school districts can leverage Medicaid to support children's educational and health outcomes. Given Medicaid's role in supporting children's educational and health outcomes, ensuring students are enrolled in Medicaid and have access to the school health services they need are key strategies to supporting student success.
Work Based Learning in California Community Colleges. Position Paper. Adopted Spring 2019
Author: Academic Senate for California Community Colleges
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Work Experience Programs,On the Job Training,Community Colleges,Two Year College Students,Internship Programs,Apprenticeships,Practicums,Clinical Experience,Work Study Programs,Cooperative Programs,Stakeholders,Financial Support

Work-based learning provides students an opportunity as aspiring employees to explore careers and to turn theory and simulation into practice by gaining on-the-job experience. The hands-on experience gained from work-based learning opportunities, especially when considered in combination with the attainment and application of employment soft skills, is a critical component of career training and preparation. This paper seeks to define a variety of work-based learning experiences including internships, cooperative work experience, apprenticeship programs, clinical or practicum experience, preceptorships, and other forms of work-based learning, including work study as a financial aid option, all of which are used within the California Community College system. These experiences are defined by providing information about intent and guiding principles, statutes and regulations, funding, and stakeholder roles. A summary of recommendations concludes the report.