ethanporcaro/eric-fulltext-meta huggingface dataset:
National (2018-2019). Office of Head Start - Head Start Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Student Characteristics,Pregnancy,Females,Disadvantaged Youth,Preschool Education,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Education Programs,Individualized Family Service Plans,Family Programs,Social Services,Migrants,Migrant Education

This National Head Start Services Snapshot summarizes key data on demographics and services for preschool-age children served by Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
An Overview of Exclusionary Discipline Practices in Public Schools for the 2017-18 School Year
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Expulsion,Discipline Policy,Public Schools,Elementary Secondary Education,Equal Education,Gender Differences,Racial Differences,Students with Disabilities,English Language Learners,Suspension,Preschool Children,Educational Legislation,Federal Legislation,Police School Relationship,Nontraditional Education,Transfer Students,Elementary School Students,Secondary School Students,Preschool Education

The Civil Rights Data Collection (CRDC) covers nearly every public school (pre-K-12th grade) in the 50 states, D.C., and Puerto Rico. This includes charter schools, alternative schools, juvenile justice facilities, and special education facilities. The CRDC collects school district data also. It measures factors that impact education equity and opportunity for students, including student access to courses, programs, resources, instructional and other staff -- and school climate factors, such as student discipline. Its purpose is to monitor how schools are meeting the irresponsibility to provide equal educational opportunities to students regardless of race/ethnicity, limited English proficiency, sex, or disability. This presentation summarizes exclusionary school discipline data from the 2017-18 CRDC, the most recent biennial collection. Data covered include: (1) Student Enrollment in 2017-18; (2) Change in Exclusionary Discipline Practices from 2015-16 to 2017-18; (3) Discipline of Pre-School Students in Public Schools in 2017-18; (4) Expulsions in K-12 Schools in 2017-18; (5) Suspensions in K-12 Schools in 2017-18; and (6) Referrals to Law Enforcement, School-Related Arrests, and Transfers to Alternate Schools in K-12 Schools in 2017-18.
Budget of the U.S. Government, Fiscal Year 2022
Author: White House, Office of Management and Budget (OMB)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Government,Budgets,Expenditures,Public Agencies,Federal Programs,Economic Development,Job Development,Federal Aid,Access to Education,Elementary Secondary Education,Higher Education,Labor Force Development,Taxes,Federal Legislation,COVID-19,Pandemics,Public Health,Climate,Health Services,Access to Health Care,Government Role

The &quot;Budget of the United States Government, Fiscal Year 2022&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. The Budget includes two historic plans the President has already put forward--the American Jobs Plan and the American Families Plan--and outlines a package of discretionary proposals to help restore core functions of Government and reinvest in the foundations of the Nation's strength. It also calls on the Congress to reduce prescription drug costs and expand and improve health coverage. This year's Budget gives a full accounting of the first, critical steps the Nation must take to begin the work of building back better. [For the 2021 Budget, see ED605077.]
Migrant and Seasonal Head Start Report to Congress - Fiscal Year 2014-2019
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Migrant Education,Disadvantaged Youth,Preschool Education,School Readiness,Access to Education,Agency Cooperation,Federal Legislation,Educational Legislation,Barriers,At Risk Students,Poverty,Low Income Students,Eligibility,Enrollment,Age Differences,Student Diversity,Homeless People,Foster Care,Social Services,Agricultural Occupations,Migrant Workers,Geographic Regions,Infants,Toddlers

The U.S. Department of Health and Human Services (HHS) submits this report to the House of Representatives Committee on Education and Labor and the Senate Committee on Health, Education, Labor, and Pensions pursuant to section 649(l)(3) of the Head Start Act (the Act). This report contains findings based on data collected on the U.S. Department of Labor's (DOL's) National Agricultural Workers Survey (NAWS) from 2014 through 2016 and data collected on the Program Information Report (PIR) from 2014 through 2019. Using these findings, it presents estimates of the national and regional numbers of Migrant and Seasonal Head Start (MSHS)-eligible children. The NAWS is an annual employment-based, random-sample survey that collects demographic, employment, and health data in face-to-face interviews of U.S. farmworkers. It is the only national information source that provides demographic characteristics, employment, health, and living conditions of hired crop workers. The data presented in this report indicate that the number of eligible MSHS children being served is a small proportion of the eligible children. HHS is exploring ways to more effectively maximize enrollment for the growing number of eligible migrant and seasonal farmworker families.
&quot;60X30TX&quot; 2021 Progress Report
Author: Texas Higher Education Coordinating Board
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Attainment,Academic Degrees,Certification,College Graduates,Disproportionate Representation,Dual Enrollment,Job Skills,Debt (Financial),Loan Repayment,College Credits,Graduation Rate,High School Graduates,Enrollment Rate,College Attendance

The &quot;60x30TX&quot; higher education plan for Texas began in 2015 with four goals to be achieved by 2030: (1) 60x30 Educated Population: At least 60% of Texans ages 25-34 will have a certificate or degree; (2) Completion: At least 550,000 students in 2030 will complete a certificate or an associate, bachelor's, or master's degree from an institution of higher education in Texas; (3) Marketable Skills: All graduates from Texas public institutions of higher education will have completed programs with identified marketable skills; and (4) Student Debt: Undergraduate student loan debt will not exceed 60% of first-year wages for graduates of Texas public institutions. Each year, the Texas Higher Education Coordinating Board (THECB) provides an update on how the state is progressing toward the goals and targets of the plan. This year's report focuses primarily on the data available in the 2020 academic year. While progress has been substantial on the educated population and student debt goals, improvement in the completion measure needs to accelerate to put the state on track to reach the state's completion goals by 2030. Texans who have lost jobs or had their educations interrupted as a result of the COVID-19 pandemic will require opportunities to re-skill or up-skill due to changes in the economy; Texas higher education must be ready to meet these needs. Providing advising, financial support, and a full range of flexible educational options for Texans to earn credentials that will be of value now and in the future will be critical for the state and its residents moving toward 2030 and beyond. [For the 2020 report, see ED609451.]
Higher Education: IRS and Education Could Better Address Risks Associated with For-Profit College Conversions. Testimony before the Committee on Education and Labor, House of Representatives. GAO-21-500T
Author: Emrey-Arras, Melissa
Date: 2021-04-20
Type: Legal/Legislative/Regulatory Materials
Subjects: Proprietary Schools,Private Colleges,Taxes,Federal Legislation,Higher Education,Educational Legislation,Educational Change,Organizational Change,Public Agencies,Program Evaluation

A for-profit college may convert to nonprofit status for a variety of reasons, such as wanting to align its status and mission. However, in some cases, former owners or other insiders could improperly benefit from the conversion, which is impermissible under the Internal Revenue Code and Higher Education Act of 1965, as amended. This statement--based on the US Government Accountability Office's (GAO's) December 2020 report (GAO-21-89)--discusses what is known about insider involvement in conversions and the extent to which IRS and Education identify and respond to the risk of improper benefit. [For &quot;Higher Education: IRS and Education Could Better Address Risks Associated with Some For-Profit College Conversions. Report to Congressional Requesters. GAO-21-89,&quot; see ED612779.]
Interrupted Instruction. Policy Snapshot
Author: Jamieson, Carlos
Date: 2021-10-00
Type: Reports - Research
Subjects: Educational Policy,Equal Education,Distance Education,Educational Change,COVID-19,Pandemics,Teaching Methods,Barriers,State Policy,Educational Improvement,Achievement Gap,Elementary Secondary Education,School Closing,Tutoring,Federal Aid,Scheduling,Literacy,Special Needs Students,Access to Education,Access to Computers,Internet,State Legislation,Special Education,Mental Health,Decision Making,Student Attitudes,Family Role,State Departments of Education

The COVID-19 pandemic fundamentally changed the lives of millions of schoolchildren and exacerbated existing educational inequities. Most schools rapidly transitioned to remote instruction in March 2020 and continued operating under fully remote or hybrid learning conditions for the 2020-21 school year. This rapid transition to, and subsequent extended use of, virtual teaching and learning presented many obstacles for students, teachers and schools. Research projected that interrupted instruction would mean students would start the 2020-21 school year with smaller reading and math gains than they would in a typical school year, that unfinished learning would be greater during the 2020-21 winter than in previous years, and that only small improvements in learning opportunity gaps were to be expected between spring 2021 and 2022. As many students enter a fourth semester of interrupted instruction, state education policymakers are working overtime to implement solutions. Many state responses to the COVID-19 pandemic have come via governors' executive orders and state education agency guidance. This Policy Snapshot details state legislative examples that address interrupted instruction from the 2021 session.
OLC Framework for Storying Digital Learning Change Work
Author: Shellgren, Madeline
Date: 2021-00-00
Type: Guides - General
Subjects: Guidelines,Educational Change,Story Telling,Open Educational Resources,Sustainable Development,Objectives,International Organizations,Misconceptions,Empathy,Leadership,International Cooperation,Educational Quality,Access to Education,Online Courses,Blended Learning,Distance Education,Teaching Methods,Consortia,Higher Education,Barriers,Learning Experience,Alignment (Education),Social Change

The &quot;OLC Framework for Storying Digital Learning Change Work&quot; provides an open resource for educators using narrative and storytelling to map the United Nations Sustainable Development Goals (SDGs) to online, blended, and digital learning. The OLC Framework for Storying Digital Learning Change Work (p. 5) provides users the ability to contextualize strategic initiatives and collaborative action within both metaphorical and literal framings of each of the SDGs. Additionally, the OLC Alignment Resource for Storying Digital Learning Change Work (p. 10) offers examples of each sustainable development goal situated within a specific digital learning challenge and paired with an opportunity to advance the SDG through leadership and collaboration. Both frameworks utilize storytelling as a powerful tool to make sense of the world, encouraging readers to work as a connected and engaged community of practice to dispel myths, bringing them to a place of empathy and understanding, and helping them enact generative action steps to improve access to quality education. As readers leverage this framework to create an action plan for global change within their specific digital learning context, they will be asked to create their own interpretations of one (or several) of the SDGs that speak to real challenges and opportunities that exist within their community. Using narrative elements and human-centered design, the OLC Framework for Storying Digital Learning Change Work will reveal new connections and extensions to increasing the impact and scale of one's efforts. Additionally, users are encouraged to share their ideas, reflections, and findings with both their local and global communities, all in the hopes of increasing the collective power to address ubiquitous challenges through open praxis and collaboration. Ultimately, their stories will not only illuminate new pathways to creating meaningful change but will also serve as inspiration for future leaders looking to learn from their findings and experience. Both the OLC Framework for Storying Digital Learning Change Work and the OLC Alignment Resource for Storying Digital Learning Change Work are openly licensed for educators to use and repurpose with attribution.
Generating Solutions to COVID-Specific Educator Shortages: A Synthesis of Insights from a Cross-State Collaborative
Author: Giffin, Jessica
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Teacher Shortage,Educational Strategies,Teacher Education Programs,Substitute Teachers,Equal Education,Teacher Selection,Innovation,Faculty Mobility,Teacher Retirement,Prevention,Barriers,Models

The challenges of the COVID-19 pandemic led districts and schools to experiment with new staffing and support structures to meet students' academic, emotional, and physical safety needs. Shortages of teachers and substitute teachers, challenging conditions for student teaching, and early retirements all became pressing issues during this time. Region 1, Region 9, and the Center on Great Teachers &amp; Leaders (GTL Center) partnered with colleagues at state education agencies (SEAs); Region 12; and key stakeholders in Colorado, Illinois, and Vermont to pause, take stock of the rapid changes, and discuss challenges and solutions. The result was a Cross-State Collaborative on Generating Solutions to COVID-Specific Educator Shortages, which included five sessions in early 2021, with the goal of discussing strategies to address educator shortages related to the COVID-19 pandemic and facilitate cross-state problem solving. Topics for these sessions included the following: (1) Leveraging Educator Preparation Programs and Engaging Teacher Candidates to Fill Learning Gaps; (2) Understanding How Addressing Substitute Teacher Shortages May Exacerbate Equitable Access to Quality Teaching; (3) Innovative Teacher Staffing Models; (4) Preventing Teacher Attrition and Early Retirement; and (5) Investing in Teachers First: A Discussion of New Federal Opportunities. Along with key takeaways, this document consists of a synthesis of the session summaries. Each summary provides the following: (1) Session Takeaways; (2) News Highlights and Articles; and (3) Resources.
Teacher Shortages in New York State: New Teachers&apos; Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District. REL 2022-109
Author: Zweig, Jacqueline
Date: 2021-11-00
Type: Reports - Research
Subjects: Teacher Shortage,Teacher Placement,Teacher Certification,Teacher Persistence,Faculty Mobility,School Districts,Alternative Teacher Certification,Teaching Experience,Charter Schools,Preschool Education,Institutional Characteristics,Beginning Teachers,Teacher Selection,Intellectual Disciplines,Teacher Qualifications,Public School Teachers,Urban Schools,Suburban Schools,Rural Schools,School Location,Elementary School Teachers,Secondary School Teachers

New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is through the certification and placement of new teachers. This study explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. While the majority of new teachers earned certificates through the traditional in-state pathway, this varied somewhat by certification area. The proportion of teachers who earned certificates through the individual evaluation pathway was higher for the shortage certification area of career and technical education than for other certification areas. The most frequent certification area was the shortage certification area of special education, while the shortage certification areas of career and technical education and bilingual special education were among the least frequent. New York City district schools employed new teachers who earned certificates through the alternative in-state pathway at a higher rate than other types of high-need districts (rural, large city--not New York City, and other urban/suburban) as well as average- and low-need districts. New teachers employed in high-need districts had higher rates of retention in the same district for a second year than new teachers employed in average- and low-need districts. Just 5 percent of new teachers in New York State were uncertified. [For the Study Brief, see ED615883. For the Study Snapshot, see ED615882. For the appendixes, see ED615884.]
Teacher Shortages in New York State: New Teachers&apos; Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District. Study Snapshot. REL 2022-109
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Qualifications,Teacher Placement,Teacher Certification,Alternative Teacher Certification,Faculty Mobility,Teacher Persistence,Elementary School Teachers,Secondary School Teachers,Rural Schools,Urban Schools,Suburban Schools,Preschool Education,Charter Schools,Institutional Characteristics,Intellectual Disciplines,Beginning Teachers,Teaching Experience,School Location,Public School Teachers,School Districts,Teacher Selection

This Study Snapshot highlights key findings from a study that explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. New York State provides multiple certification pathways to become a teacher. Using certification and employment data for new teachers with less than one year of teaching experience in the state in 2015/16, 2016/17, and 2017/18, the Regional Educational Laboratory Northeast &amp; Islands partnered with the New York State Education Department (NYSED) to study certification pathways, certification areas, district employment, and retention. [For the full report, see ED615881. For the Study Brief, see ED615883. For the appendixes, see ED615884.]
Teacher Shortages in New York State: New Teachers&apos; Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District. Study Brief. REL 2022-109
Author: Zweig, J.
Date: 2021-11-00
Type: Reports - Research
Subjects: Teacher Shortage,Teacher Persistence,Teacher Certification,Alternative Teacher Certification,School Districts,Student Placement,Teaching Experience,Beginning Teachers,Intellectual Disciplines,Institutional Characteristics,Rural Schools,Urban Schools,Teacher Selection,Preschool Education,Elementary Secondary Education,Teacher Qualifications,Charter Schools,Public School Teachers,Suburban Schools,Faculty Mobility,School Location

New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is through the certification and placement of new teachers. This study explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. While the majority of new teachers earned certificates through the traditional in-state pathway, this varied somewhat by certification area. The proportion of teachers who earned certificates through the individual evaluation pathway was higher for the shortage certification area of career and technical education than for other certification areas. The most frequent certification area was the shortage certification area of special education, while the shortage certification areas of career and technical education and bilingual special education were among the least frequent. New York City district schools employed new teachers who earned certificates through the alternative in-state pathway at a higher rate than other types of high-need districts (rural, large city--not New York City, and other urban/suburban) as well as average- and low-need districts. New teachers employed in high-need districts had higher rates of retention in the same district for a second year than new teachers employed in average- and low-need districts. Just 5 percent of new teachers in New York State were uncertified. [For the full report, see ED615881. For the Study Snapshot, see ED615882. For the appendixes, see ED615884.]
Teacher Shortages in New York State: New Teachers&apos; Certification Pathways, Shortage Areas, District of Employment, and Retention in the Same District. Appendixes. REL 2022-109
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-11-00
Type: Reports - Research
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Shortage,Teacher Certification,Teacher Placement,Teacher Selection,Alternative Teacher Certification,Institutional Characteristics,School Districts,Rural Schools,Urban Schools,Suburban Schools,Faculty Mobility,Teacher Persistence,Teaching Experience,Charter Schools,Preschool Education,Teacher Qualifications,Beginning Teachers,School Location,Intellectual Disciplines,Public School Teachers

These are the appendixes for the report, &quot;Teacher Shortages in New York State: New Teachers' Certification Pathways, Shortage Areas, District of Employment, and Retention in the Same District.&quot; New York State has been experiencing teacher shortages in specific subject areas. One way to address these shortages is through the certification and placement of new teachers. The study explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. This document presents the following three appendixes that accompany the study: (1) Methods; (2) Supporting analyses; and (3) Other analyses. [For the full report, see ED615881. For the Study Snapshot, see ED615882. For the Study Brief, see ED615883.]