ethanporcaro/eric-fulltext-meta huggingface dataset:
2014 Impacts: The Expanded Food and Nutrition Education Program (EFNEP)
Author: National Institute of Food and Agriculture (USDA)
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Federal Programs,Foods Instruction,Nutrition Instruction,Program Effectiveness,Low Income Groups,Minority Groups,Behavior Change,Health Behavior,Adults,Youth

Since 1969, the Expanded Food and Nutrition Education Program (EFNEP) has reached more than 32 million low-income families and youth, improving their diets and food-related behaviors. Each year EFNEP enrolls more than half a million new program participants. In 2014, EFNEP reached 121,850 adults and 392,563 youth directly and nearly 360,000 family members indirectly. This paper describes the impacts made by EFNEP for 2014.
2015 Impacts: The Expanded Food and Nutrition Education Program
Author: National Institute of Food and Agriculture (USDA)
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Federal Programs,Foods Instruction,Nutrition Instruction,Program Effectiveness,Low Income Groups,Minority Groups,Behavior Change,Health Behavior,Adults,Youth

Since 1969, the Expanded Food and Nutrition Education Program (EFNEP), administered by the National Institute of Food and Agriculture, has reached more than 32.5 million low-income families and youth, teaching them to improve their diets, be more physically active, stretch their food dollars, and handle their food safely. This paper details the impacts made by EFNEP in 2015.
2016 Impacts: The Expanded Food and Nutrition Education Program (EFNEP)
Author: National Institute of Food and Agriculture (USDA)
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Federal Programs,Foods Instruction,Nutrition Instruction,Program Effectiveness,Low Income Groups,Minority Groups,Behavior Change,Health Behavior,Adults,Youth

Poor nutrition, limited physical activity, unsafe food practices, and food insecurity are significant health concerns. Poor health disproportionately affects minority and low-income populations. The USDA National Institute of Food and Agriculture's Expanded Food and Nutrition Education Program (EFNEP) provides opportunities for low-income youth and families to improve their nutritional health and well being through evidence-based, hands on, interactive learning. In 2016 NIFA received $67.9 million for land-grant university Cooperative Extension partners to conduct EFNEP in all 50 states, six U.S. territories, and the District of Columbia. EFNEP employed 1,908 educators who are members of the communities they serve. In turn, EFNEP educators worked directly with 118,976 adults, and 365,369 youth. This paper describes the impact made by EFNEP in 2016.
Finding Your Way: A College Guide for Students on the Spectrum
Author: Organization for Autism Research
Date: 2018-00-00
Type: Guides - Classroom - Learner
Subjects: Autism,Pervasive Developmental Disorders,College Students,College Readiness,Student Adjustment,College Attendance,Career Readiness,Adjustment (to Environment),High School Students,Self Advocacy,Students with Disabilities,Self Disclosure (Individuals),Academic Support Services,Student Needs,Study Habits,Life Style,College Environment,Dormitories,Interpersonal Relationship,Sexuality,Safety,Clubs,Student Financial Aid,Student Loan Programs,Scholarships,Employment

This guide prominently engages the voices of people on the autism spectrum as well as highly qualified professionals to provide information and tips vital to promoting success in higher education for people on the autism spectrum in three major areas: transition to higher education, attending college, and, finally, transitioning out of college into employment. It begins by highlighting differences between high school and college, and covers many other topics, such as establishing routines to achieve success, managing academic demands, working with the office supporting students with disabilities to address any issues, effective self-advocacy and disclosure, and understanding the ins, outs, and unspoken rules of social interaction on a college campus. Getting along with roommates, dating, and safe sexuality, as well as tips on paying for school through savings, earnings, scholarships, and loans are other areas addressed. In preparation for transition out of college into the adult world of work, the guide provides useful information on seeking, obtaining, and keeping a job, which will be useful for employment both while still in school and after graduation.
Response for Schools and School Districts. Response Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Readiness,Emergency Programs,Prevention,Intervention,Responses,School Role,Planning,School Safety,School Security,Teamwork,Program Development

School preparedness is strengthened by prevention, protection, mitigation, response, and recovery activities (also known as the five preparedness mission areas). This fact sheet describes what response is, how response is connected to the other preparedness missions, what response efforts planning teams may want to consider, and how response activities can be integrated into planning efforts; additional resources are provided, as well.
Cyber Safety Considerations for K-12 Schools and School Districts. Cyber Safety for Schools Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Safety,School Safety,Information Technology,Internet,Crime,Bullying,Computer Mediated Communication,Child Safety,Sexuality,Telecommunications,Victims,School Policy,Student Responsibility,Computer Software,Citizenship Education,Elementary Secondary Education,Planning

Cyber threats can impact either the human (students, teachers, and staff) or the physical or virtual (e.g., information technology [IT] networks and systems) elements of schools and school districts. While there may be some overlap in addressing human versus physical/virtual threats, preparing for each type can require input from different individuals with experience or expertise on that topic and unique actions before, during, and after an incident. This fact sheet focuses on addressing threats to people in the school community--also called &quot;cyber safety&quot; considerations.
Class of 2019 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Addison, Kecia L.
Date: 2020-03-12
Type: Reports - Evaluative
Subjects: Public Schools,Advanced Placement Programs,Tests,Academic Achievement,Student Participation,Counties,Scores,High School Graduates,Hispanic American Students,White Students,African American Students,Achievement Gains,College Readiness,Performance,Racial Differences,Ethnic Groups,Gender Differences,Limited English Speaking,Special Education,Low Income Students

This memorandum provides information pertinent to the participation and performance of Advanced Placement (AP) and International Baccalaureate (IB) examinations for the Class of 2019 in Montgomery County Public Schools (MCPS). In 2019, 67.6 percent of MCPS graduates took one or more AP exams, a rate that was 20.7 and 28.7 percentage points higher than the rate for public school graduates in Maryland (46.9 percent) and the nation (38.9 percent), respectively. Districtwide, 52.0 percent of the 2019 MCPS graduates earned at least one AP exam score of 3 or higher, while 31.5 percent of the public school graduates in the state of Maryland and 23.9 percent of the national graduates in public schools attained an AP score of 3 or higher. [For &quot;Class of 2018 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum,&quot; see ED594053.]
Perspectives on the Year Abroad: A Selection of Papers from YAC2018
Author: Salin, Sandra, Ed.
Date: 2020-03-16
Type: Books
Subjects: Study Abroad,Mental Health,Student Attitudes,Employment Potential,Student Experience,Program Evaluation,College Students,Well Being,Foreign Countries,College Second Language Programs

This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]
Recovery for Schools and School Districts. Recovery Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Prevention,Intervention,Responses,Emergency Programs,Readiness,School Safety,School Community Programs,Crisis Management,Access to Education,Educational Facilities,Business,Mental Health,Time,Cooperative Planning,Goal Orientation

School preparedness is strengthened by prevention, protection, mitigation, response, and recovery activities (also known as the five preparedness mission areas). This fact sheet describes: (1) what recovery is; (2) how recovery is connected to the other preparedness missions; (3) what recovery efforts planning teams may want to consider; and (4) how recovery activities can be integrated into planning efforts. Additional resources are provided, as well.
Incorporating Sextortion into School Emergency Operations Planning. Sextortion in Schools Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Internet,Telecommunications,Crime,Pornography,Child Abuse,Social Media,At Risk Persons,Victims of Crime,Sexuality,Emergency Programs,Child Safety,School Role,Prevention,Intervention

Advances in technology such as the growth of the Internet, increased use of mobile devices, and the popularization of mobile applications, have given rise to new types of Internet-based crimes, including child pornography, identity theft, illegal access to data, and libel. As the largest group of Internet users and the segment of the population most likely to use social media (Perrin, 2015), youth are among the vulnerable populations at risk of being victimized by cyber-related crimes. Sextortion, which has been used to define crimes that occur &quot;when someone threatens to distribute your private and sensitive material if you don't provide them images of a sexual nature, sexual favors, or money,&quot; (Federal Bureau of Investigation, 2015) is just one of these emerging crimes. This fact sheet takes a look at this issue today, in relation to Emergency Operations Plan (EOP) development and emergency management planning, and methods to address this issue. Also included is a list of key federal and national websites providing resources on the topics of sextortion, crimes against children, and cyber safety.
Mitigation for Schools and School Districts. Mitigation Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Readiness,Prevention,Intervention,School Safety,Natural Disasters,Planning,School Buildings

School preparedness is strengthened by prevention, protection, mitigation, response, and recovery activities (also known as the five preparedness mission areas). This fact sheet describes what mitigation is, how mitigation is connected to the other preparedness missions, what mitigation efforts planning teams may want to consider, and how mitigation activities can be integrated into planning efforts; additional resources are provided, as well.
Measuring Student Success: Innovative Approaches to Understanding Diverse Learners. Condition of Education in the Commonwealth [2020 Action Guide]
Author: Rennie Center for Education Research and Policy
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Assessment,Measurement,Measurement Objectives,Measurement Techniques,State Policy,Elementary Secondary Education,Data Collection,Holistic Approach,Public Schools,Anxiety,Depression (Psychology),Intervention,Culturally Relevant Education,Reflection,Students with Disabilities,Transitional Programs,College Readiness,Career Readiness,Competency Based Education,Equal Education,Accountability,Student Needs,Faculty Development,Parent Teacher Cooperation,School Readiness,Alternative Assessment,Curriculum Based Assessment,Experiential Learning,Data Analysis

This year's Action Guide examines the need for new ways of measuring student success. Academic test scores are just one method of measuring student progress, offering an incomplete picture of student learning and growth. Educators and state leaders recognize that serving all students well requires focusing on their individual needs, including mental health and social-emotional development as well as academic progress, but our assessment system has not kept pace with these demands. A more comprehensive and equitable approach to assessment requires innovative ways of thinking about how to capture the full scope of students' experiences and understanding. The report focuses on three key areas: supporting the whole child, serving all students, and building multiple pathways to college and career. It aims to help schools and districts identify new approaches to assessing student success that supplement existing methods of testing, allowing educators to see whether investments in programs or initiatives are addressing persistent disparities in student outcomes and supporting all students to thrive. [For the executive summary, see ED603740.]
Measuring Student Success Innovative Approaches to Understanding Diverse Learners. Condition of Education in the Commonwealth [2020 Action Guide]. [Executive Summary]
Author: Rennie Center for Education Research and Policy
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Assessment,Measurement,Measurement Objectives,Measurement Techniques,State Policy,Consortia,Elementary Secondary Education,Data Collection,Holistic Approach,Public Schools,Anxiety,Depression (Psychology),Intervention,Culturally Relevant Education,Reflection,Students with Disabilities,Transitional Programs,College Readiness,Career Readiness,Competency Based Education,Alternative Assessment

Defining and measuring success are not merely process steps, but critical conversations that shape how education is understood and delivered. They influence how individuals within and outside the system perceive the goals of education. They shape the incentives for stakeholders seeking to improve educational outcomes. Methods of measuring success grounded in academic assessments generate student outcomes that can ignore real, meaningful differences in students' abilities, interests, and goals. This year's Condition of Education Action Guide highlights methods of measuring student progress beyond traditional academic assessments, expanding the definition of success in order to support--and celebrate--the aspirations and achievements of all learners. This executive summary outlines: (1) important advancements in the collection and use of student data; and (2) innovative approaches to measuring student progress, along with examples of those approaches in action. [For the full report, see ED603739.]
Expulsion from School as a Disciplinary Action. Data Point. NCES 2020-026
Author: Padgett, Zoe
Date: 2020-03-00
Type: Reports - Research
Subjects: Expulsion,School Surveys,Crime,School Safety,Public Schools,Elementary Secondary Education,Violence

The data in this report are from the 2003-04, 2005-06, 2007-08, 2009-10, 2015-16, and 2017-18 administrations of the School Survey on Crime and Safety (SSOCS). SSOCS is a nationally representative sample survey of public elementary and secondary schools in the 50 states and the District of Columbia. The survey asks principals about the prevalence of crime and violence in their schools, as well as the practices and programs their schools have in place to promote school safety. Specifically, principals are asked whether their school allows certain disciplinary actions, including expulsion from school, and, if so, whether these actions were used during the current school year.
Identity and Charter School Leadership. Profiles of Leaders of Color: Building a Strong School Culture
Author: Doyle, Daniela
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Administration,Minority Groups,African Americans,Administrators,Professional Identity,Racial Identification,Leadership Qualities,Administrator Characteristics,School Culture,Hispanic Americans,Asian Americans,Multiracial Persons,Experience,Interpersonal Relationship,Diversity,Immersion Programs,Chinese,Cultural Awareness,Diversity (Faculty),Culturally Relevant Education

This is the third and last paper in a series published by the National Alliance in partnership with Public Impact, highlighting the experiences of school leaders in charter schools across the country. While the impact school leaders have on student performance has been well documented, there has been little attention to how leaders' experiences and racial identities inform and influence their practice. Many practices of good leadership are universal, but an individual's identity can shape how they approach situations and inspire new and innovative practices. This report includes the profiles of two leaders--Kathleen &quot;Kathy&quot; Wang of the Pioneer Valley Chinese Immersion Charter School in Massachusetts, and Maurice Thomas of Milwaukee Excellence Charter School in Wisconsin. Both leaders have found the value of building a strong school culture to ensure that students feel accepted, respected, and supported at school--which in turn leads to high performance academically. [For the second report in this series, see &quot;Identity and Charter School Leadership. Profiles of Leaders of Color: Engaging Families&quot; (ED600929).]
Early College Blueprint: A Guide to Getting Started with Early College in Massachusetts
Author: Eaton, Annelise
Date: 2019-09-00
Type: Guides - General
Subjects: High Schools,High School Students,College Readiness,Acceleration (Education),Higher Education,College Preparation,Equal Education,Access to Education,Planning,Program Development,At Risk Students,Minority Group Students,Low Income Students,English Language Learners,Students with Disabilities,Partnerships in Education,College School Cooperation,Teamwork,Community Involvement,College Applicants,Alignment (Education),Teacher Qualifications,Academic Advising,Student Needs,Teacher Student Relationship,Career Readiness,Experiential Learning

In many high-wage industries, a high school degree no longer prepares students to enter the workforce. By 2020, labor market analysts predict that 65 percent of all jobs will require postsecondary education or training. Though high schools across the Commonwealth seek to prepare students for both higher education and the workforce, too many students graduate underprepared. Concerns about affordability or their ability to succeed in college coursework prompt many students to drop out or not enroll in college at all. This challenge disproportionately affects students who are underrepresented in higher education, including students of color, students with disabilities, English learners, and students from low-income families. Instead of remediation, educators around the nation now recognize that providing early exposure to rigorous college coursework is a promising pathway to long-term success for many students. Early college models allow high school students to participate in college coursework while earning credit at both their high school and college. These programs equip students with the habits of mind that lead to postsecondary success while also making college more affordable. Across the nation, states invested in early college have employed a range of strategies to scale the model. The results are promising--86% of early college students who enroll in college persist to their second year compared to 72 percent of all college students nationally. In Massachusetts, scaling early college models requires new or evolved partnerships between high schools and colleges. While other states have opened new schools where every enrolled student participates in early college, most Massachusetts programs are the result of partnerships between existing institutions. The school districts and institutions of higher education that have successfully launched programs within this context have done so by modifying practices at both institutions and finding new ways to work together. This blueprint, intended to guide high school and college partners in designing and implementing effective early college programs, combines research-based best practices with lessons learned from existing Massachusetts early college programs. It includes four sections detailing the early college implementation process: (1) Prepare; (2) Design; (3) Implement; and (4) Evolve.
Systematic Screening for Behavior in K-12 Settings as Regular School Practice: Practical Considerations and Recommendations
Author: Oakes, Wendy Peia
Date: 2017-08-02
Type: Reports - Research
Subjects: Behavior Problems,Screening Tests,Elementary Secondary Education,Prevention,Educational Practices,Test Selection,Child Behavior,Rating Scales,Questionnaires,Behavior Disorders,Decision Making,Data Use,Testing

There is a priority for schools to address students' social and emotional needs as we do academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students' needs is accurate measurement of their performance. Systematic screening for behavior addresses this need. Specific screening tools are presented with brief evidence for their use. Then practical considerations and recommendations are offered for school leadership teams as they plan for using systematic behavior screening as a regular school practice. The paper was framed within tiered models of prevention, however, screening practices may be used outside of tiered models provided structures are in place for responding to student needs when detected. Content is offered to guide school leadership teams as they undertake systematic behavior screening efforts. [This paper was published in &quot;Journal of Applied School Psychology&quot; v33 n4 p369-393 Aug 2017 (EJ1155282).]