ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting the Academic Success of Pregnant and Parenting Students under &quot;Title IX&quot; of the Education Amendments of 1972
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Gender Discrimination,Federal Legislation,Educational Legislation,Sex Fairness,Pregnant Students,Parents,Early Parenthood,Secondary School Students,Dropout Rate,Secondary Schools,Educational Strategies,Dropout Prevention,Early Childhood Education,Child Care,Parenthood Education,Daily Living Skills,Prenatal Care

The Office for Civil Rights (OCR) in the U.S. Department of Education (ED) is responsible for enforcing laws prohibiting discrimination in federally assisted educational programs and activities. These laws include &quot;Title IX&quot; of the Education Amendments of 1972 (&quot;Title IX&quot;), which prohibits discrimination based on sex in education programs or activities. All public and private educational institutions that receive any federal financial assistance (&quot;schools&quot;) must comply with this law. &quot;Title IX&quot; protects students in all of the academic, educational, extracurricular, athletic, and other programs or activities of schools. This includes prohibiting discrimination against pregnant and parenting students. This pamphlet has been prepared for secondary school administrators, teachers, counselors, parents, and students. The first section provides background on school retention problems associated with pregnant and parenting students. The next two sections, &quot;'Title IX' Requirements Regarding Pregnant and Parenting Students&quot; and &quot;Frequently Asked Questions Pertaining to 'Title IX' Requirements Regarding Pregnant and Parenting Students,&quot; provide information on the law's specific requirements regarding pregnancy and parenthood. The final two sections, &quot;Strategies to Assist Educators in Supporting Pregnant and Parenting Students&quot; and &quot;Programs Designed to Support Pregnant and Parenting Students,&quot; include strategies that educators can use and programs that schools can develop to address the educational needs of students who become pregnant or have children. Although this pamphlet focuses on secondary schools, the underlying legal principles apply to all recipients of federal financial assistance, including postsecondary institutions. [This document was first published in July 1991 and revised in June 2013.]
Evaluation of Title I Accountability Systems and School Improvement Efforts: Findings from 2002-03
Author: Padilla, Christine
Date: 2005-11-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Accountability,Educational Legislation,Federal Legislation,Disadvantaged Schools,Educational Improvement,Program Implementation,Public Schools,School Choice,Educational Planning,Alignment (Education),Educational Change,Supplementary Education

&quot;The No Child Left Behind Act&quot; (NCLB) aims to strengthen state Title I accountability systems to spur the improvement needed to reach the law's goals: that all students will reach proficiency by 2013-14. NCLB requires states and districts to report and act on student test results in a host of new ways. Among the many actions states and districts must take under NCLB's accountability system are identifying schools that repeatedly do not make progress, providing assistance to schools that need to improve, and offering more choices to parents. To understand how states, districts, and schools are implementing these accountability provisions, the U.S. Department of Education commissioned the &quot;Evaluation of Title I Accountability Systems and School Improvement Efforts&quot; (&quot;TASSIE&quot;) beginning with the 2001-02 school year as a baseline year and continuing for two more years. The study has gathered data from educators in schools, district offices, and state education agencies through surveys and interviews and from parents through focus groups. This report covers the 2002-03 school year, and focuses on how the following key aspects of Title I accountability provisions in NCLB were carried out during the first year NCLB was in effect: (1) the assistance and interventions provided to Title I schools identified for improvement; (2) the steps these schools are taking to improve; and (3) public school choice and supplemental services offered to students in these schools. Overall, findings from 2002-03 showed that states and districts were making progress in implementing accountability systems under NCLB, but big gaps remained between their existing systems of accountability and the vision embodied in NCLB of coherent systems that support all schools and all students to reach high standards. [For findings from 2001-02, see &quot;Evaluation of Title I Accountability Systems and School Improvement Efforts (TASSIE): First-Year Findings. Doc # 2004-01&quot; (ED483058). For the Report Highlights, see ED613454.]
Putting &quot;No Child Left Behind&quot; behind Us: Rethinking Education and Inequality
Author: Leathersood, Darnell
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Policy,Educational Change,Accountability,Achievement Gap,Urban Education,Poverty,Equal Education,Foreign Countries,Racial Discrimination,Educational Environment,Books

This review examines four books that may offer some insight into what the discussion about educational policy, reform, and performance may look like after the era of No Child Left Behind (NCLB). Collectively, &quot;The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling&quot; by Jal Mehta, &quot;Too Many Children Left Behind: The US Achievement Gap in Comparative Perspective&quot; by Bruce Bradbury and colleagues, &quot;Despite the Best Intentions: How Racial Inequality Thrives in Good Schools&quot; by Amanda E. Lewis and John B. Diamond; and &quot;Toxic Schools: High-Poverty Education in New York and Amsterdam&quot; by Bowen Paulle show that concerns with school accountability are now embedded in broader discussions about the importance of investing in children, families, and schools and how the internal dynamics of schools either support or frustrate those investments. We hope that these works represent a trend toward thinking that is less a historical and reductionist and more empirically grounded than some of the thinking driving educational reforms when No Child Left Behind was passed. [This paper was published in &quot;Social Service Review&quot; v90 n3 Sep 2016.]
Unpacking the Black Box of Translation: A Framework for Infusing Spatial Thinking into Curricula
Author: Gagnier, Kristin M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Spatial Ability,STEM Education,Barriers,Theory Practice Relationship,Teaching Methods,Science Curriculum,Guidelines,Pedagogical Content Knowledge,Curriculum Development,Curriculum Implementation,Intervention,Context Effect,Elementary School Students

Background: Spatial thinking skills are strongly correlated with achievement in Science, Technology, Engineering, and Mathematics (STEM) fields and emerging research suggests that interventions aimed at building students' skills will likely yield measurable impacts on learning across K-12 settings. The importance of spatial thinking in science has received increased attention in academic discussions; however, the intentional practice of teaching spatial thinking skills is still largely absent from K-12 education. The translation of science into educational practice is challenging for a variety of reasons, including the difficulty &quot;translating&quot; research findings into practical applications and limited resources to support its development, implementation, and evaluation. Given these obstacles, one may ask &quot;can spatial thinking be brought to the classroom?&quot; In this paper, we argue that in order to effectively move research into the classroom, we must first systematically explore how spatial thinking can be translated into practice. Approach: We present a use-inspired, integrative framework that draws upon planned action and translation science theories, as well as research from cognitive, developmental, educational, and implementation sciences, to guide the infusion of spatial thinking into science curricula. In the Knowledge Translation Framework (KTF), translation is conceived as a multistage process, proceeding through seven stages: (1) the identification of relevant disciplinary and contextual knowledge, (2) the synthesis and translation of knowledge into guidelines to support the infusion of knowledge into the curriculum, (3) the development of tools to support curriculum development, implementation, and track the translation process, (4) the iterative development and refinement of the spatially-enhanced curriculum, (5) the creation of an analysis plan to evaluate the impact of the spatial enhancements and other contextual features on learning, (6) the development and implementation of an intervention plan, and (7) the evaluation of the intervention. Conclusion: The KTF is a use-inspired, integrative framework that unpacks the translation process and offers practical guidance on how a team may synthesize scientific and contextual knowledge, infuse it into a curriculum, and evaluate its impact in ways that will yield scientific understanding and practical knowledge. We also provide illustrative examples of how this approach was used to spatially enhance an elementary science curriculum.
Does the State Have a Program to Provide State Contributions to 529 Plans That is Accessible to ALL Residents Regardless of Income? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Investment,Higher Education,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid,State Aid

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document provides information on if a state has a program to provide state contributions to 529 plans that is accessible to all residents regardless of income. Some states offer a direct or matching contribution of state funds to in-state investors. Of the states with a 529 plan, 14 have contribution programs available to all in-state residents. The state contribution amount varies depending on state policy and available funds. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
Comparing Public Spending and Priorities Across OECD Countries
Author: Dewan, Sabina
Date: 2009-10-00
Type: Reports - Research
Subjects: Expenditures,Taxes,Health,Armed Forces,Educational Finance,Law Enforcement,Safety,Social Services,Government (Administrative Body),Federal Government,Foreign Countries,Resource Allocation,Budgets,Economics,Public Support

At the heart of progressivism is the belief that government--not big government, or small government, but effective government--has a critical role to play in ensuring the well being of its citizens. Public spending serves an important function in pursuing economic growth objectives while ensuring that gains are widely distributed to promote broad-based increases in living standards. But governments' relative fiscal positions, how much they spend, and the composition of that spending is likely to make a difference in achieving these objectives. Member countries of the Organization for Economic Cooperation and Development--an international organization consisting primarily of developed, free-market economies--vary significantly in (1) their relative fiscal positions, or deficits and surpluses; (2) their amount of public spending; and (3) how they allocate spending across different categories to reflect priorities. This descriptive study examines how OECD countries have addressed the current economic situation through their fiscal balance sheets, and then goes on to consider similarities and differences in public spending across OECD countries through the prism of economic and social objectives. Countries are compared according to three relative measures of government spending: spending as a share of GDP, spending per capita, and spending by category as a percentage of total government expenditure.
Application of Leadership Theories in Analyzing the Effects of Leadership Styles on Productivity in Philippine Higher Education Institutions
Author: Balbuena, Sherwin E.
Date: 2020-08-00
Type: Journal Articles
Subjects: Leadership Styles,Administrator Behavior,Productivity,Higher Education,Interpersonal Relationship,Foreign Countries,College Students,Theories,Motivation

The type of leadership exemplified in educational organizations has a significant role to play in organizational success or failure. Using a correlational research design, we investigated the effects of leadership behaviors exhibited by leaders in various higher education institutions in the country (as perceived by 14 Filipino graduate scholars) on productivity (measured in terms of passing rates in board examinations in 2016). Results showed that the presence of more leadership behaviors (concerned with both productivity and people) is strongly associated with greater organizational productivity, while leader-follower relationships and productivity did not show significant association. The educational leader's people and task orientations were established to have complementary roles in predicting school productivity. The data derived from this study also showed consistent patterns with respect to the underlying relationships proposed by various trait and behavioral theories of leadership and through the application of the Leadership Grid.
Game-Based English Learning
Author: Lin, Grace Hui Chin
Date: 2020-07-04
Type: Reports - Research
Subjects: Game Based Learning,Teaching Methods,Computer Games,Training,Computer Simulation,Language Acquisition,Diversity,Teacher Education Programs,Second Language Learning,Oral Language,Computer Assisted Instruction,English (Second Language),Language Proficiency,Program Effectiveness,Public Speaking,Foreign Countries,Educational Games

This research was aimed at investigating the pedagogical roles of computer games (Hao et al, 2019, Chen &amp; Hsu, 2019). It explored the impact of computer &quot;mixed with language&quot; (White et al, 2019) training, using simulation games, upon language acquisition and diverse daily-life knowledge. In a teacher preparation university of western Taiwan, the researchers had collected data to explore the effectiveness of students' language learning and oral presentation improvements. It sought noteworthy cases and persuasive qualitative and numerical data from academic performance grades, implying the computer assisted learning by games does contribute to improve learners' English language proficiencies for science and art and humanity majors in the teacher preparation university. By both (1) in-class instructions promoting games to be language learning materials by the teacher, and (2) students' applications of the video games in-class and out-class, the project had finally resulted non-English majors' improvements in English language presentations, especially the Information Administration majors. It implied computer games should be approved to be English learning materials, because it contributes to students' language proficiencies, especially in oral presentation abilities. Under the administrators' permissions by language trainers' designed syllabi and curricula, English language learners can be allowed to apply in and out of classes as English learning tools.
Schools Identified as in Need of Improvement under Title I: Recent Evidence from the National Longitudinal Survey of Schools. Evaluation Brief
Author: Kirby, Sheila Nataraj
Date: 2001-00-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Disadvantaged Schools,Educational Indicators,Federal Programs,Educational Improvement,National Surveys,Longitudinal Studies,Institutional Characteristics,Principals,Technical Assistance,Professional Development,Educational Strategies

The 1994 Title I reauthorization required states to establish rigorous and explicit criteria for measuring school progress. Based on these criteria, each Title I school is required to demonstrate adequate yearly progress (AYP) toward attaining the state's performance standards. Schools (and districts) that fail to make adequate progress for two consecutive years are to be identified for improvement. These schools are required to develop or revise their plans to address identified needs, and are to receive technical assistance by the states and districts through school support teams and other support mechanisms. There is a general lack of information on schools identified for improvement on a national basis. Using data from a large, nationally-representative study of Title I schools, this evaluation brief provides information on the following topics regarding schools identified as in need of improvement under Title I: (1) Whether principals in these schools fully comprehend what it means to be identified as in need of improvement under Title I; (2) What these schools look like in terms of demographic and other characteristics; (3) What kinds of technical assistance they have received (or failed to receive); (4) Whether schools have been subjected to corrective actions by districts; and (5) Whether some schools have been successful in meeting AYP targets or in moving out of in need of improvement status. This evaluation brief reports on data obtained through the National Longitudinal Survey of Schools (NLSS), a nationally representative survey of principals and teachers in Title I Schools in school year (SY) 1998-1999.
Provision of Title I Services: Recent Evidence from the National Longitudinal Survey of Schools. Evaluation Brief
Author: Kirby, Sheila Nataraj
Date: 2002-08-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Educational Finance,Disadvantaged Schools,Low Income Students,Low Achievement,National Surveys,Longitudinal Studies,Supplementary Education,After School Programs,Summer Programs,Extended School Year,Teacher Aides,Special Needs Students,Principals,Federal Aid

Since its inception under the Elementary and Secondary Education Act (ESEA) in 1965, the Title I program has provided high-poverty schools funding for services to assist low-achieving children. Title I promotes increasing the amount and quality of learning time; data-driven decisionmaking; providing an enriched and accelerated curriculum; and adopting strategies to increase parental involvement. This brief examines services provided by Title I schools. The brief uses data from the National Longitudinal Survey of Schools (NLSS)--to address: (1) the extent to which changes in Title I legislation have helped promote school improvement activities; (2) the provision of instructional services including: (i) extended learning time for students; (ii) use of pullout and in-class settings in the provision of instructional supplemental services; (iii) use of teacher aides to provide instructional and other services; and (iv) the coordination of services for special population students.
Automated Topical Component Extraction Using Neural Network Attention Scores from Source-Based Essay Scoring
Author: Zhang, Haoran
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Testing,Scoring,Essay Tests,Writing Evaluation,Grading,Formative Evaluation,Attention,Scoring Rubrics

While automated essay scoring (AES) can reliably grade essays at scale, automated writing evaluation (AWE) additionally provides formative feedback to guide essay revision. However, a neural AES typically does not provide useful feature representations for supporting AWE. This paper presents a method for linking AWE and neural AES, by extracting Topical Components (TCs) representing evidence from a source text using the intermediate output of attention layers. We evaluate performance using a feature-based AES requiring TCs. Results show that performance is comparable whether using automatically or manually constructed TCs for 1) representing essays as rubric-based features, 2) grading essays. [This paper was published in: &quot;Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics&quot; (pp. 8569-8584). Association for Computational Linguistics.]
Early Implementation of Supplemental Educational Services under the No Child Left Behind Act: Year One Report. Report Highlights
Author: Office of the Under Secretary (ED), Planning and Evaluation Service
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Program Implementation,Compensatory Education,Educational Legislation,Federal Legislation,State Programs,Low Income Students,Educational Quality,Program Effectiveness

The No Child Left Behind Act required states and districts to begin offering supplemental educational services in the 2002-03 school year to students from low-income families attending Title I schools that had been identified for improvement for two years or more. This brief is based on a larger study that examined the first year of implementation of supplemental services through case studies of nine districts in six states, each selected because the site appeared to be relatively advanced in its implementation of supplemental services in fall 2002. The brief presents highlights from the final report which details how the states, districts, schools and providers implemented supplemental services in the 2002-03 school year, considers challenges experienced during the first year, and provides some examples of promising approaches. [For the full report, see ED483056.]
Resources and Readiness: Exploring Civic Education Access and Equity in Six New York High Schools
Author: Wolff, Jessica R.
Date: 2019-06-00
Type: Reports - Research
Subjects: High Schools,Civil Rights,Citizen Participation,Student Rights,Access to Education,Teacher Attitudes,Knowledge Level,Civics,Values,Educational Policy,History Instruction,Government (Administrative Body),Course Content,Student Needs,Controversial Issues (Course Content),Discussion (Teaching Technique),Experiential Learning,Educational Environment,Media Literacy,Social Studies,Citizenship Education,Educational Quality,Teaching Methods,Service Learning,Educational Opportunities,Secondary School Curriculum

This new report from the Center for Educational Equity offers insights into the resources and practices necessary to prepare students for civic participation in accordance with students' constitutional rights. The pilot study on which the report is based documented major disparities in learning opportunities among the study schools, including in the following areas: (1) quality, up-to-date history, civics, and government courses; (2) experiential learning opportunities in and outside of the classroom; and (3) access to a full basic curriculum.