ethanporcaro/eric-fulltext-meta huggingface dataset:
Universal Literacy: Year 2 Evaluation Summary Report, SY 2017-18
Author: New York City Department of Education, Research and Policy Support Group (RPSG)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Grade 2,Coaching (Performance),Reading Instruction,Elementary School Teachers,Program Implementation,Program Effectiveness,Reading Achievement,Elementary School Students,Professional Development,Administrator Attitudes,Teacher Attitudes,Reading Tests,Capacity Building,Emergent Literacy,Young Children,Time Management

The Universal Literacy initiative's goal is to have all students reading on grade level by the end of the second grade, by 2026. The initiative takes a research-based, capacity-building approach by training educators to become Reading Coaches, who work with K-2 teachers individually and in groups on how to effectively teach children to read. Working in partnership with the Early Literacy team, researchers conducted evaluation activities for the initiative. The main purposes of the SY 2017-18 Year 2 (Y2) evaluation were to: (1) Track metrics about the initiative's reach; (2) Learn about the initiative's implementation, in order to: (a) Provide formative results that the program team can use to inform planning and improvement; and (b) Document successes and challenges related to implementation and sustainability; and (3) Analyze early impacts, including the extent to which the presence of a reading coach influences the reading scores of Grade 2 students.
If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover
Author: Dixon, Davis
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Faculty Mobility,Minority Group Teachers,Barriers,Teacher Persistence,Minority Group Students,Disproportionate Representation,Educational Change,Educational Strategies,Case Studies,Teacher Attitudes,Administrator Attitudes,Elementary Secondary Education,School Districts,Teacher Administrator Relationship

Studies consistently show that teachers of color matter for all students, and especially for students of color. Yet, the proportion of teachers of color in the workforce continues to lag far behind the share of students of color in our schools. Recruiting teachers of color only gets them into the building. We must pay equal, if not more, attention to their retention to make long-lasting change in the diversity of the workforce. This is why Teach Plus and The Education Trust set out to learn why teachers of color are leaving schools, what teachers of color believe would help solve the turnover problem, and what strategies exist in schools and school systems that are intentionally working to bring about change. &quot;If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover&quot; examines the challenges teachers of color face as they navigate the profession and zeroes in on the solutions adopted by schools working to retain faculty of color. [This report was co-published with Teach Plus.]
Creating Accountability for College Access and Success: Recommendations for the Higher Education Act and Beyond
Author: Elliott, Kayla C.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Accountability,Access to Education,Higher Education,College Students,Educational Legislation,Federal Legislation,Equal Education,Standards,Low Income Students,Minority Group Students,Evidence Based Practice

As Congress considers reauthorizing the Higher Education Act (HEA), there is an opportunity to implement a holistic accountability system that invests in equity, holds campuses responsible, and protects students and families. Recent efforts to increase access to higher education have narrowed gaps in enrollment for students from low-income families and students of color, but gaps in degree attainment persist. Fortunately, research has consistently shown that, with concentrated and concerted efforts, with the support of willing leaders and alignment of policy and resources, institutions can close completion gaps for low-income students and students of color. Ed Trust advocates a holistic approach to accountability that will help ALL of higher education serve ALL students better. In this report, Ed Trust makes five recommendations to help Congress achieve this goal.
Inequities in Advanced Coursework: What&apos;s Driving Them and What Leaders Can Do
Author: Patrick, Kayla
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,African American Students,Access to Education,Equal Education,Advanced Courses,Elementary Secondary Education,Barriers,Racial Bias,Ethnicity,State Policy,School Districts,Leadership Responsibility,Success,Disproportionate Representation,Minority Group Students,Academically Gifted,Advanced Placement Programs,State Government,Government Role

In this report, the authors examine the many ways Black and Latino students are locked out of the advanced coursework opportunities that can set them up for success in college and careers. Herein, they paint a picture at both national and state levels of how these students are denied access to meaningful advanced coursework opportunities, from elementary to middle to high school. They also diagnose the particular types of barriers standing in their way and offer actionable solutions for state, district, and school leaders to address those barriers. In some instances, the problem is that Black and Latino students attend a school without any advanced courses; in others, they attend a school that enrolls too few students in advanced coursework overall, or one with inequitable course assignment, meaning Black and Latino students in particular are being denied access to courses. Also, within a particular state, the problems are often different for Black students than Latino students. In all cases, the authors argue that unearthing these barriers to opportunity will help state leaders pursue targeted solutions that will actually move the needle for both groups of students.
Strategy for Assuring Financial Empowerment (SAFE) Report
Author: Financial Literacy and Education Commission (FLEC)
Date: 2016-00-00
Type: Reports - Research
Subjects: Money Management,Public Agencies,Federal Government,Outreach Programs,Reports,Futures (of Society),Financial Needs,College Readiness,Career Readiness,Access to Information,Disadvantaged,Retirement,Youth,Older Adults,Decision Making,Public Policy,Children,Young Adults,Program Descriptions

Since its establishment in 2003, the Financial Literacy and Education Commission (FLEC) has coordinated the federal government's efforts in promoting financial literacy, education and capability. The FLEC manages its activities collaboratively, focusing on direct education and outreach, supporting practitioners, and promoting research and evaluation. The Strategy for Assuring Financial Empowerment (SAFE) Report 2016 highlights the actions taken by FLEC in the past year. Continuing its strategic focus of &quot;Starting Early for Financial Success,&quot; the FLEC has concentrated on reaching children, youth and young adults at the early stages of life to help them prepare for their financial futures. This work and this 2016 Report have been organized into three broad categories: financial capability and college and career readiness for young people; starting early for financial stability and long-term savings and investing; and research and evaluation. In each of these sections, recent federal financial education materials and actions are described. Special attention is focused on historically underserved communities that have lacked access to financial literacy materials and education. Following these sections, this report provides other updates on FLEC's work for the last year and the plan for the year ahead. [For the 2015 report, see ED607394.]
Effect of Core Stabilization Training Applied to 10-13 Age Swimmers on the Swimming Time and Some Motoric Characteristics
Author: Gül, Mine
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education,Training,Aquatic Sports,Males,Preadolescents,Psychomotor Skills,Performance,Exercise Physiology,Foreign Countries,Athletes

Purpose: The aim of this study is the effect of core stabilization training (CST) at male swimmers in 10-13 ages on 50 m backstroke swimming time (ST), Biering Sorenson (BS) test, Flexor (FE) and Lateral Endurance test (LE) and Stork (SD) balance test parameters. Methods: 14 volunteer male swimmers who swim at the Yesilvadi Galatasaray Sports School were randomized to Experiment1 (D1) (n = 7) (age 11.57 ± 1.272 years, height 1.53 ± 0.04 m and weight 39.62). ± 3.55 kg) and Experiment2 (D2) (n = 7) (age 11.43 ± 1.272 years, height 1.53 ± 0.04 m and weight 41.43 ± 4.11 kg) after first measurements via the random method and 7 volunteered males were divided into the control group (F) (n = 7) (age 12 ± 1,155 years, height 1.53 ± 0.04 m and weight 41.43 ± 4.11 kg) and included in the study. CSA was applied to the D1 group athletes before swimming training 3 days a week (plank, side plank, reverse arm, reverse leg, reverse crunch, supine bridge, &quot;V&quot; sitting). The D2 group had only club swimming training and the K group had no training. The data were analyzed by Paired-Samples T Test and ANOVA test in SPSS 22.0 package program and the significance level was determined as p&gt; 0.05. Results: Statistically significant difference detected in D1 group 50 m (ST) (p=0,012), BS (p=0,001), LE-right (p=0,04) and LE-left (p=0,022), FE values (p=0,004). Significant difference detected in D2 group 50 m ST (p=0,015) and BS test (p=0,000) result (p&lt;0.05). No difference found in K group all parameters (p&gt;0.05). As the result of final measurement results, significant difference detected at LE-right measurement between D1 group and D2 group, and LE-right and LE-left measurements among K group (p&lt;0.05). Conclusions: As a result, it can be said that 8-week core and swimming trainings provide improvement in swimming point and endurance parameters and performance improvement can be achieved by applying to swimmers in 10-12 ages.
Young Learners, Missed Opportunities: Ensuring That Black and Latino Children Have Access to High-Quality State-Funded Preschool
Author: Gillispie, Carrie
Date: 2019-11-00
Type: Reports - Research
Subjects: Preschool Children,African American Students,Hispanic American Students,Access to Education,State Programs,Enrollment,Disproportionate Representation,Equal Education,Benchmarking,Barriers

For this report, The Education Trust conducted a first-of-its-kind analysis examining race and ethnicity in state-funded preschool programs across the country. Education Trust analyzed two aspects of these programs: the percentage of a state's Black and Latino 3- and 4-year-olds enrolled by quality of the program and the representation of Black and Latino children in state-funded preschool programs relative to their representation in the state overall. Of the 26 states analyzed, no state provides high quality and high access for Black and Latino 3- and 4-year-olds. Findings include: (1) Far too few Black and Latino children have access to high-quality state-funded preschool programs; (2) Latino children have particularly low access to high-quality state preschool programs; (3) In 11 of 26 states, Latino children are underrepresented in state-funded preschool programs. In three of those states, so are Black children; (4) Access is lower for Black and Latino 3-year-olds than for Black and Latino 4-year-olds; and (5) Far too few state-funded preschool programs collect and report race and ethnicity data.
Vision Partnership, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-09-06
Type: Reports - Research
Subjects: Visual Impairments,Vision Tests,Partnerships in Education,Health Services,Health Needs,Student Participation,Academic Achievement,Barriers,School Districts,School Nurses,Referral

The Houston Independent School District (HISD)'s campus-based vision screening program is designed to identify students who experience vision impairments, communicate the potential needs to students and their parents/guardians, and provide service alternatives for students to receive vision care, including services that are offered free of charge. Through a partnership between the Houston Department of Health and Human Services (HDHHS) and the Houston Independent School District (HISD) that began in 2009, vision examinations, consultations, and fittings for corrective eyewear are provided at no cost to students during special clinic events that are held throughout the school year. Services are provided through HISD, OneSight and See to Succeed (known as Kids Vision Partnership), and various community organizations. The services are led by the Houston Department of Health and Human Services and supported by the Houston Health Foundation. Vision health may enable students to fully engage in the academic opportunities the district offers. As a supplement to the district's vision health services that are offered through campus-based vision screenings, the goal of the Vision Partnership is to enhance HISD students' achievement by ensuring that their basic vision and vision-related health needs are met. This report provides information on the district's campus-based vision screenings, participants' academic performance, as well as three aspects of the Vision Partnership program: student participation, barriers to program participation, and the academic performance of students served by the program.
Vision Partnership, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-01-25
Type: Reports - Research
Subjects: School Districts,Visual Impairments,Vision Tests,Partnerships in Education,Health Services,Health Needs,Student Participation,Barriers,Academic Achievement,School Nurses,Referral

The Houston Independent School District (HISD)'s campus-based vision screening program is designed to identify students who experience vision impairments, communicate the potential needs to students along with their parents/guardians, and provide service alternatives for students to receive vision care, including services that are offered free of charge. Through a partnership between the Houston Department of Health and Human Services (HDHHS) and the HISD that began in 2009, vision examinations, consultations, and fittings for corrective eyewear are provided at no cost to students during special clinic events that are held throughout the school year. The services are led by the HDHHS and are supported by the Houston Health Foundation. Community partners include University of Houston, San Jacinto College, Kids Vision for Life (The Essilor Foundation), and the Berkley Eye Center. Services are provided through HISD, OneSight, and See to Succeed (known as Kids Vision Partnership). Vision health may enable students to fully engage in the academic opportunities offered by the district. As a supplement to the district's vision health services that are offered through campus-based vision screenings, the goal of the Vision Partnership is to enhance HISD students' achievement opportunities by ensuring that their basic vision and vision-related health needs are met. This report provides information on the district's campus-based vision screenings, as well as three aspects of the Vision Partnership program: student participation, barriers to program participation, and the academic performance of students served by the program.
Use Drives Quality: Considering Data Quality Issues in California&apos;s Pursuit of a Cradle-to-Career Data System. Policy Brief
Author: Moore, Colleen
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Governance,Preschool Education,Elementary Secondary Education,Higher Education,Educational Research,Data,Data Collection,Information Storage,Databases,Public Education,Data Analysis,Accountability,State Standards,Quality Control

The Education Insights Center produced a series of reports culminating in recommendations for the structure and governance of a preschool through higher education and into the workforce (known as a P20W data system). This brief follows up on that series, with a focus on data quality; the brief was informed by the author's experience using California's existing education and workforce data systems to conduct research, as well as conversations with 14 researchers and other experts who have significant experience using those data to conduct research, to develop data tools for educators and the public, and for operational purposes. [This report is an addendum to the series: California Education Policy, Student Data, and the Quest to Improve Student Progress.]
Advisory Statement for Effective International Practice: Combatting Corruption and Enhancing Integrity: A Contemporary Challenge for the Quality and Credibility of Higher Education
Author: Daniel, John
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Integrity,Educational Quality,Higher Education,Quality Assurance,Prevention,Educational Malpractice,Ethics,Deception,Educational Administration,Conflict of Interest,College Admission,Student Recruitment,Testing,Accreditation (Institutions),Credentials,Theses,Credibility,College Faculty,Access to Information

Alarmed by the increasing frequency of press reports on corrupt practices in the higher education sector, the UNESCO International Institute for Educational Planning (IIEP) and the International Quality Group of the US Council for Higher Education Accreditation (CHEA/CIQG) joined forces to convene an expert meeting in Washington, DC, on 30/31 March 2016. Corruption in higher education is a dynamic phenomenon. The Expert Group is publishing this Advisory Statement as a wake-up call to higher education to fight academic corruption more aggressively. The sector's quality assurance systems must take a leading role in this battle. Against this background the discussion naturally began by looking at the crucial role that quality assurance should play in combatting corruption and enhancing academic integrity. It became clear, however, that although effective quality assurance is a central element in addressing a growing problem, it cannot do the job alone. Corruption affecting the integrity of universities' academic operations occurs both upstream and downstream from the work of quality assurance bodies. Upstream it can infect government and society generally, downstream it can be present at all levels in higher education institutions. Action on a broad front is needed to attack the problem. The aim of this Advisory Statement is to provide some guidelines to the various stakeholders for effective international practice in combatting corruption in higher education -- with a special focus on the role that quality assurance should play. It includes a matrix that lists some of the major issues for action and indicates which stakeholders should address them. In the matrix, alongside the regulation of higher education systems and public awareness, five key academic functions are included: the organization of teaching, admissions, examinations and assessment, degree awarding and certification, and research theses/publications. [For related reports: &quot;Combatting Academic Corruption and Enhancing Integrity: Inventory of Key Questions for Quality Assurance and Accreditation Organizations,&quot; ED603173.]
Can Internal Marketing Help to Reduce Physical Education and Sports Teachers&apos; Turnover Intention?
Author: Eren, Muhammed Ömer
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Intention,Faculty Mobility,Job Satisfaction,Teacher Motivation,Leadership Effectiveness,Quality of Working Life,School Administration,Foreign Countries,Athletic Coaches

In this study, internal marketing and turnover intention were discussed, and the effect of internal marketing on physical education and sports teachers' turnover intentions. The internal marketing scale and the turnover intention scale, previously developed, were used as data collection tools. In the study, 201 physical education teachers participated. First reliability analysis and then descriptive statistics, correlation, and regression analyses were performed on the obtained data. At the end of the study, it has been understood that internal marketing had an effect on turnover intention, in other words, internal marketing practices can help decrease teachers' turnover intentions.
Toward Effective Practice: Discouraging Degree Mills in Higher Education
Author: Council for Higher Education Accreditation
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Academic Degrees,Deception,Higher Education,Educational Quality,Quality Assurance,Credentials,Accreditation (Institutions),Global Approach,Validity,Identification,Educational Finance,Legal Problems

Degree mills harm students and society. Students who are unknowing victims of degree mills are harmed when they invest a considerable amount of money for credits or credentials that cannot be used for, e.g., transfer to another institution, entry to graduate school or employment. Society is harmed when fraudulent credentials are issued in areas that put public health and safety at risk, e.g., engineering or the health-related professions. The international work of legitimate higher education providers -- reliable evaluation of credentials, successful transfer of credit, reconciling differences in degree structure -- is undermined by degree mills. A small group of higher education, accreditation and quality assurance and credential evaluation experts came together in 2008 to explore the challenge and problem of &quot;degree mills&quot; or bogus providers of higher education, particularly as these operations affect the growing internationalization of higher education. Seeking to stimulate an international dialogue, the group developed a series of suggestions for effective practice in this area. The statement that emerged is intended for academic staff and administrators, accreditation and quality assurance professionals, credential evaluators, national governments and international organizations concerned with quality in higher education in an international setting. It is also intended to guide students, particularly from developing countries, in seeking opportunities for international education. The suggestions offered here are intended to promote an international dialogue leading to eff ective international practice to address this important issue. To ignore degree mills is to undermine the capacity of countries to meet expanding demands for access while assuring high-quality education.
The Effect of Internal Marketing on Physical Education and Sports Teachers&apos; Organizational Commitment
Author: Dokuzoglu, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Marketing,Physical Education,Physical Education Teachers,Teacher Attitudes,Secondary School Teachers,Correlation,School Culture,Team Sports,Rating Scales,Teacher Characteristics,Foreign Countries

Internal marketing is the practices that satisfy the demands and needs of the employees and satisfy them. Organizational commitment is a concept related to the integration of an employee with his or her organization. This study focused on educational organizations and examined the effect of internal marketing on education and organizational commitment of sports teachers from me. Data were collected from secondary school's physical education and sports teachers, using two scales. Correlation and regression analysis were used in the analysis of the data. As a result of the analysis, it has been found that internal marketing practices in schools increase the organizational commitment of teachers.