ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Brief: Graduation Rates in Small and Medium-Sized Towns
Author: Oregon Department of Education
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Municipalities,Community Characteristics,School Size,Enrollment,High Schools,High School Graduates,Economically Disadvantaged,Achievement Gap,Hispanic American Students,White Students,Student School Relationship,College Readiness,Career Readiness,Teacher Student Relationship,Learner Engagement

Oregon students attend schools in a variety of geographic locations across the state and the sizes of the schools range from more than 3,000 students to fewer than five. This brief highlights schools in small and medium-sized towns, with a median 9th through 12th grade enrollment size of 92 for a school in a small town and 385 for a school in medium-sized town. These settings offer unique opportunities and challenges for students and staff. Examples of success from Oregon high schools include two schools located in small towns: Helix School in Helix and Adrian High School in Adrian. Two of the schools are located in medium-sized towns: Kennedy High School in Mt Angel and Lakeview High School in Lakeview. While different strategies and methods were used in each school, some common themes that emerged include: (1) Student engagement tied to school and community-wide events; (2) College-and career-ready focus; and (3) Strong relationships between students and staff.
Pre-Service EFL Teachers&apos; Attitude towards the Use of Literature in Practice Teaching
Author: Tuncer, Hülya
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Student Attitudes,Second Language Learning,Literature,Student Teaching,Foreign Countries,Second Language Instruction,Student Teachers,Preservice Teacher Education

The present study aims to investigate the attitudes of teacher candidates at an English Language Teaching (ELT) program of Çukurova University in Turkey about the use of literature during practice teaching. Through a 13-item questionnaire prepared by the researchers, they gathered the beliefs and attitudes of 137 senior student teachers enrolled at this ELT program. Categorized and thus analysed under four main sections, the questionnaire consisted of a mix of open-ended and close-ended questions. The findings suggest pre-service teachers' positive attitude towards using literature in practice teaching by including the literary texts into their classes since they state that literature is useful for language teaching/learning, personal development, and literary appreciation of the students. However, the same pre-service teachers also admit that they cannot easily use literary texts because they are in doubt about either self-efficacy on teaching and/or their students' linguistic capability in the target language for processing literary texts. In addition, they highlight the fact that there are some limitations imposed upon by the practicum schools or by the framework of the practicum program of the university. In conclusion, the present study has some important implications for teacher training institutions in terms of the use of literature in ELT.
Statewide Report Card, 2017-2018. An Annual Report to the Legislature on Oregon Public Schools
Author: Oregon Department of Education
Date: 2018-11-30
Type: Reports - Evaluative
Subjects: Public Schools,Graduation Rate,Dropout Rate,Early Childhood Education,Attendance,Student Characteristics,Educational Finance,Charter Schools,Nontraditional Education,Enrollment,Teacher Student Ratio,School Districts,Homeless People,Class Size,Student Diversity,School Personnel,Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Programs,Accountability,Discipline,Academic Achievement,Lunch Programs,National Competency Tests,Special Education,Gifted Education,Graduation Requirements,Minority Group Students,Minority Group Teachers,Employed Women,Salaries,Vocational Education

This annual report is a snapshot of Oregon's education system that includes important statewide data about the state's students, teachers and schools. The 2017-18 Statewide Report Card includes: (1) Graduation and dropout rates; (2) Early childhood data; (3) Attendance and regular attender data; (4) Student demographics and information on specific student groups; (5) School funding and staff information; (6) Assessment results; (7) Charter school data; and (8) Information on alternative education programs. [For the 2016-2017 report, see ED591102.]
Promising Practices in Local Stakeholder Engagement in School Governance
Author: Perry, Mary
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Governance,School Administration,Community Involvement,Stakeholders,Elementary Secondary Education,School Districts,Capacity Building,School Community Relationship,Parent Participation,Student Participation,Empowerment,Teacher Associations,Parent Associations,Student Organizations

Stakeholder engagement is central to California's vision for how the Local Control Funding Formula (LCFF), with its Local Control Accountability Plan (LCAP), can improve outcomes for K-12 students. On February 1, 2019, PACE's annual conference, Putting Evidence Into Action to Advance Equity in California, brought together policymakers, educators, researchers, and interested citizens to build on the &quot;Getting Down to Facts II&quot; research released in 2018. With the rigorous and comprehensive research as a shared evidence base, participants discussed the future of PK-12 education policy in California. This brief details promising practices shared in a conference session on local democratic engagement in school governance. The panelists varied in their roles and experiences working to improve stakeholder engagement. They included the county office official leading the state's new Community Engagement Initiative, a school district administrator with a story to tell about his own district's engagement efforts, a leader of the state's largest parent advocacy organization, and a community organizer who works to make sure student voices are part of the LCFF conversation. Overall, panelists shared how their organizations are engaging a broad and diverse set of stakeholders and how they are building stakeholder capacity to engage productively in school governance. Reflections from session attendees are also taken into account in this brief.
Teacher Supply Falls Short of Demand in High-Need Fields, Locations. Research Brief. Getting Down to Facts II
Author: Darling-Hammond, Linda
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Shortage,Teacher Certification,Public School Teachers,Intellectual Disciplines,At Risk Students,Teacher Qualifications,Mathematics Teachers,Science Teachers,Special Education Teachers,Bilingual Teachers,Teacher Selection,Disadvantaged Youth,Disproportionate Representation,Low Income Students,Minority Group Students,Rural Schools,Urban Schools,Suburban Schools,School Districts,Teacher Education Programs,Barriers,Labor Turnover,Teacher Distribution,Teacher Salaries,Elementary Secondary Education

California is experiencing one of its most severe teacher shortages in two decades. Budget cuts and layoffs resulting from the recession contributed to a steep decline in the number of teachers in California, falling from a high of 310,362 teachers in the 2007-08 school year to 283,836 four years later. Recent efforts, including Proposition 30 and the Local Control Funding Formula, which, respectively, raised taxes for public education and transformed the state's school finance method, have helped to regrow California's teacher workforce. However, with sharp decreases in the supply of new teachers, there are still not enough qualified teachers across subject areas in many schools and districts to meet California's staffing needs. This ongoing teacher shortage threatens recent education initiatives in the state--new standards, curriculum, instruction, and assessments--that aim to better prepare all students for college and careers. [This brief summarizes two Getting Down to Facts II technical reports on teacher supply and demand in California: &quot;Teacher Shortages in California: Evidence About Current Status, Sources, and Potential Solutions&quot; (ED594735) and &quot;Teacher Staffing Challenges in California: Exploring the Factors that Influence Teacher Staffing and Distribution&quot; (ED594738).]
Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2018
Author: Indiana University, National Survey of Student Engagement
Date: 2018-00-00
Type: Reports - Research
Subjects: College Seniors,College Freshmen,Learner Engagement,National Surveys,Student Surveys,Educational Quality,Undergraduate Study,Career Readiness,Career Development,Black Colleges,Teacher Student Relationship,College Faculty,Majors (Students),Information Literacy,Job Skills,Skill Development,Educational Practices

The National Survey of Student Engagement (NSSE) and its companion projects serve bachelor's degree-granting colleges and universities committed to assessing and improving the quality of the undergraduate experience. Created to offer a legitimate and actionable view of college quality, the survey focuses on activities and experiences that decades of prior research have established as important to student learning and development. While NSSE's major products include customized benchmarking reports and data files for participating institutions, the Annual Results series presents noteworthy aggregate findings for a nationwide audience. This year's report presents selected results from students at nearly 500 U.S. institutions and subsets of that group where supplemental questions were included. It also provides results from NSSE's companion survey, the Faculty Survey of Student Engagement (FSSE). This year's &quot;Annual Results&quot; examines how colleges and universities are preparing students for work and careers. The analyses investigated the importance of educational context--with special attention to major--in shaping students' development of workplace-relevant skills such as working with others and solving real-world problems, as well as basic skills valued by employers such as critical thinking and effective writing and speaking. Researchers also asked a subset of respondents a set of targeted questions about their career goals and their use of career planning resources and related activities. Results from NSSE's Topical Module on First-Year Experiences and Senior Transitions were used to study seniors planning to take less-traveled paths after college. [For &quot;Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2017,&quot; see ED590611.]
New Mexico Higher Education Department Annual Report, 2018
Author: New Mexico Higher Education Department
Date: 2019-01-23
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Community Colleges,Enrollment,Tuition,Educational Finance,Financial Support,Academic Degrees,Certification,At Risk Students,Teacher Salaries,Educational Attainment,Undergraduate Students,Graduate Students,Expenditures,Teacher Student Ratio,Graduation Rate,Student Financial Aid,Articulation (Education),School Holding Power,College Readiness,Career Readiness,Transfer Programs,State Programs,Private Colleges,Institutional Characteristics,State Legislation,Scholarships

This annual report provides the details of how some of New Mexico Higher Education Department's (NMHED) accomplishments will improve the lives of New Mexico's students. New for 2018, in addition to NMHED-led programs, this report includes profiles of each of New Mexico's public higher education institutions (HEIs) to the report. Each profile is a current snapshot of each institution and includes: (1) Student enrollment demographics, disaggregated by race/ethnicity, age, course load (full-time/part-time), and level; (2) Completions by award level, disaggregated by race/ethnicity; (3) Tuition cost; (4) Top 3 certificates or degrees awarded in AY 16-17; (5) The number of awards earned by financially at-risk students in AY 15-16; (6) Community engagement activities; (7) Number of faculty; (8) Faculty compensation; (9) Revenue; and (10) Use of funds. [For the 2017 report, see ED590860.]
Making California Data More Useful for Educational Improvement. Technical Report. Getting Down to Facts II
Author: Phillips, Meredith
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Data Use,Educational Improvement,State Programs,Information Systems,Access to Information,Barriers,Systems Development,Governance,Privacy,Parent Rights,Educational Legislation,Student Records

Modern computing technology makes it possible for governments at all levels to use the data they already collect to improve service coordination and delivery, and to conduct research and evaluation to inform policymaking. California is well behind other states in taking advantage of this opportunity, in education and in other fields. The state has a patchwork of data systems that are not well integrated and do not provide satisfactory answers to the state's most important policy questions. A particular need is for better linkages across providers -- for example, between K-12 and higher education, or among the state's three public higher education systems. Regional collaborations have developed to fill this need. While these efforts are important and valuable, they are also difficult to set up, and necessarily leave large gaps. Regional efforts are not an adequate substitute for statewide systems. While there are political, technological, and organizational barriers to the creation of improved statewide data systems, they are not insurmountable. Other states have overcome these barriers and demonstrate the substantial value of better data systems. Enormous IT projects are not required -- significant progress can be made at relatively low cost, given political will to overcome bureaucratic and organizational inertia. A stronger statewide data infrastructure is an essential part of a modern education system today and will help California deliver a world-class education to its students.
Pensions and California Public Schools. Technical Report. Getting Down to Facts II
Author: Koedel, Cory
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Public Schools,Teacher Retirement,Retirement Benefits,State Policy,Health Insurance,Financial Support,State Legislation,Salaries,School Districts,State Aid,Costs,Risk,Planning,Teacher Attitudes,Preferences,Employees

The California State Teachers' Retirement System (CalSTRS) is in the midst of phasing in substantial increases in the contributions made by teachers, school districts, and the state of California. The phase-in period began in 2014-15. In the year prior, 2013-14, the total statutory contribution rate to CalSTRS from all parties was 18.3 percent of salary for each covered teacher. By 2020-21, the end of the phase-in period, the contribution rate will be at least 35.3 percent. This report has two primary objectives. The first is to document what is happening with CalSTRS, and why, from the perspective of individuals interested in schools (i.e., not individuals interested in pension accounting). The &quot;documentation of facts&quot; portion of the report mostly involves taking publicly available information, much of it from CalSTRS itself, and synthesizing the information in a way that improves transparency and highlights key issues. The second objective of the report is to lay out options for a policy response. The authors discuss possibilities within the current CalSTRS structure, which are limited. They also discuss options for deeper, structural changes to teacher retirement benefits based on what other states have done. Many of the changes in other states are recent and in response to similar fiscal challenges in their teacher pension plans. In addition to an in-depth analysis of CalSTRS, the authors include a short review and discussion of the California Public Employees' Retirement System (CalPERS), which covers noncertified staff in public schools and faces similar financial challenges. They also briefly discuss retiree health benefits, which conceptually are often linked with pension benefits, but from a policy perspective are quite different.
State Policies to Advance English Learners&apos; Experiences and Outcomes in California&apos;s Schools. Technical Report. Getting Down to Facts II
Author: Umansky, Ilana
Date: 2018-09-00
Type: Reports - Research
Subjects: State Policy,Outcomes of Education,English Language Learners,Educational Opportunities,State Legislation,Educational Experience,Educational Policy,Equal Education,Elementary Secondary Education,Student Diversity,Access to Education,Second Language Learning,Second Language Instruction,English (Second Language),Course Content,Bilingual Education,Immersion Programs,Teacher Education,Student Evaluation,Educational Finance,Alignment (Education),Higher Education,Evaluation Methods,Classification,Teaching Methods,Native Language,Teacher Effectiveness,Articulation (Education),Language Proficiency,Teacher Qualifications,High Stakes Tests,Preschool Education,Immigrants,Educational Legislation,Federal Legislation,Graduation Rate

This report synthesizes findings from extant empirical research to identify nine key policy areas that state policymakers and stakeholders in California can leverage to improve English learners' (ELs') opportunities and outcomes across the state. Importantly, the report situates these policy areas within the current framework of California state policy, both recognizing major steps that the state has taken with regard to EL policy, and identifying leverage points from which to push the state forward. Specifically, the report tackles two questions: (1) What does research suggest are pressing policy areas regarding EL education in California? and (2) For each policy area, what is the status of California policy and law and what additional state actions does the research base suggest might support improved student experiences and outcomes? Each of the nine policy area sections in the report summarizes the policy-relevant research base in that area, synthesizes key implications of the research base for state-level policy, and discusses current California policy in that area and highlights possible areas for policy advancement.
Teacher Shortages in California: Status, Sources, and Potential Solutions. Technical Report. Getting Down to Facts II
Author: Darling-Hammond, Linda
Date: 2018-09-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Teacher Shortage,Teacher Certification,Public School Teachers,Intellectual Disciplines,At Risk Students,Teacher Qualifications,Mathematics Teachers,Science Teachers,Special Education Teachers,Bilingual Teachers,Teacher Selection,Disadvantaged Youth,Disproportionate Representation,Low Income Students,Minority Group Students,Rural Schools,Urban Schools,Suburban Schools,School Districts,Teacher Education Programs,Barriers,Labor Turnover,Teacher Distribution,Elementary Secondary Education

Teacher shortages have been worsening in California since 2015. After years of budget cuts and teacher layoffs, the passage of Proposition 30, officially titled Temporary Taxes to Fund Education, and the Local Control Funding Formula (LCFF) brought more money back into California schools after 2014. Many districts began to hire again, looking to reinstate classes and programs reduced or eliminated during the Great Recession. But qualified teachers were hard to find: The supply of new teaching candidates had declined by more than 70% over the decade when jobs were not available. As a result, since 2014-15, California districts have reported acute shortages of teachers, especially in mathematics, science, and special education. The passage of Proposition 58 reinstating bilingual education has triggered additional shortages of bilingual teachers. This report highlights the most recent data on California teacher shortages. The authors first describe overarching trends in the teacher labor market, then discuss current indicators of shortages and how they vary by subject area, location, and student population. They investigate sources of shortages in California, and finally they turn to potential state action to mitigate shortages in California. [To view the research brief, &quot;Teacher Supply Falls Short of Demand in High-Need Fields, Locations,&quot; see ED594728.]
Report to Congress on Head Start Monitoring, Fiscal Year 2016
Author: Administration for Children, Youth, and Families (DHHS), Office of Head Start
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Program Evaluation,Federal Programs,Disadvantaged Youth,Early Childhood Education,Early Intervention,Compliance (Legal),Grants,Classroom Environment,Educational Quality,Educational Environment,School Safety,Leadership,School Readiness,Teacher Student Relationship,Program Effectiveness,Eligibility

This report presents a summary of the findings of fiscal year (FY) 2016 monitoring reviews, fulfilling the reporting requirement in Section 641A(f) of the Head Start Act. It highlights the enhancements made to the FY 2016 monitoring review system, summarizes grantee review outcomes, and describes the types of findings most commonly identified in FY 2016. Head Start monitoring assesses grantee compliance with requirements governing Head Start programs. In FY 2016, the Office of Head Start (OHS) continued to implement the Aligned Monitoring System (AMS) first launched in FY 2015 to address the OHS grant cycle shift from an indefinite to a five-year project period. The AMS was designed to provide OHS with the comprehensive performance data needed by the fourth year of the five-year grant. OHS evaluated the data to determine whether the grantee needed to recompete for continued funding. Additionally, OHS increased its focus on measuring quality along with compliance, and prioritized having more frequent interaction with grantees to provide information to support their continuous improvement in core performance areas. OHS has identified core performance areas as: (1) Environmental Health and Safety (EnvHS); (2) Leadership, Governance, &amp; Management Systems (LGMS); (3) Fiscal Integrity and Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA); (4) Comprehensive Services &amp; School Readiness (CSSR); and (5) Teacher-Child Interactions (as addressed through the Classroom Assessment Scoring System® (CLASS®) observation instrument). In FY 2016, grantees with five-year grants were monitored using the AMS. OHS designed the AMS to provide two different review processes, based on the grantee's history, which are the Comprehensive Monitoring Process and the Differential Monitoring Process. The monitoring process that a grantee received is determined by whether or not it meets a specific set of criteria. [For the 2015 report, see ED591024.]