ethanporcaro/eric-fulltext-meta huggingface dataset:
A State-by-State Comparison of 529 College Savings Plans. Revised and Updated. Backgrounder. No. 3363
Author: Butcher, Jonathan
Date: 2018-11-29
Type: Reports - Descriptive
Subjects: Money Management,Paying for College,Geographic Regions,Tuition,Elementary Secondary Education,Educational Finance,Higher Education,Postsecondary Education,State Legislation,Tax Credits,Federal Legislation

As part of the Tax Cuts and Jobs Act enacted last year, federal lawmakers gave parents more flexibility with their own savings for their children's education. Now, families that save money for college using what are commonly known as 529 college savings plans (named after Section 529 of the Internal Revenue Code) can apply some of those savings to pay tuition at private K-12 schools before a student finishes high school. Because state policies and investment options are central components of 529 plans, policymakers should review state laws to make sure state rules do not interfere with the new options for students in federal tax law. Whether families and investors should use 529 savings plans to pay for K-12 expenses is a decision for parents and students. State policymakers should not interfere with parents who choose to use their 529 savings plans to pay for K-12 education expenses.
Hawaii Department of Education Data Book, 2017. 28th Annual Report. (Formerly &quot;The Superintendent&apos;s Annual Report&quot;)
Author: Hawaii State Department of Education, Office of the Superintendent
Date: 2018-06-00
Type: Numerical/Quantitative Data
Subjects: Demography,Educational Finance,Academic Achievement,Tables (Data),Profiles,Educational Trends,Special Needs Students,Credentials,School Safety,Well Being,English Language Learners,Language Arts,Enrollment Trends,Mathematics Achievement,Science Achievement,Graduation Rate,Dropout Rate,High School Graduates,Honors Curriculum,Student Certification,Advanced Placement Programs,Public Schools,Educational Assessment,College Graduates,High School Equivalency Programs,Budgets,Expenditures,National Competency Tests,Wellness,Elementary Secondary Education

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. Also, comparisons to other states with characteristics similar to Hawaii are provided to illustrate relative progress or status on specific indicators. A list of resources is provided. [For the &quot;Hawaii Department of Education Data Book, 2016. 27th Annual Report,&quot; see ED582454.]
Indiana University - Bloomington. Equity Snapshot
Author: Institute for Higher Education Policy (IHEP)
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Public Colleges,Access to Education,Low Income Students,Minority Group Students,Equal Education,Racial Differences,Ethnicity,Socioeconomic Status,College Graduates,Enrollment,At Risk Students,Disproportionate Representation,African American Students,Hispanic American Students,Student Financial Aid,Admission Criteria

Public flagship universities were established to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at Indiana University -- Bloomington (IU Bloomington) finds large and growing gaps in college access, as well as troubling gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity for the state of Indiana, IU Bloomington must do a better job enrolling and graduating low-income students and students of color.
New York State Regents Examination in Geometry (Common Core). Standard Setting Technical Report
Author: New York State Education Department
Date: 2015-07-20
Type: Reports - Descriptive
Subjects: Standardized Tests,Performance,Standard Setting,Academic Standards,Cutting Scores,Educational Policy,Geometry,Mathematics Achievement,Common Core State Standards

On February 18, 2015, the New York State Education Department (NYSED) conducted a Performance Level Description Development meeting in Albany, New York. The meeting was convened to articulate the knowledge and skills expected of students at each level of performance, consistent with the policy vision set forth by the NYSED. The Performance Level Description Development meeting began with introductions of NYSED staff and the Data Recognition Corporation (DRC) facilitators. The lead DRC psychometrician provided an opening training session that included an overview of standard setting and the process by which cut scores are determined. The policy decisions associated with the standard setting, including the number of performance levels (five) and the associated labels for these levels, were reviewed. An explanation of how the performance level descriptions (PLDs) document the expected knowledge and skills associated with each performance level was then provided. The role that the PLDs play in establishing the cut scores between each level of performance was described. DRC content experts then described the development of the PLDs, which would use the following four-step process: (1) Review and Internalize Policy PLDs; (2) Evaluate Content Standards in Terms of Cognitive Complexity; (3) Align Levels of Cognitive Complexity with Performance Levels; and (4) Prepare Draft PLDs. The drafts produced represented the participants' conceptualization of the range of students in each performance level. After the meeting, DRC, working with the NYSED, reviewed and revised the PLDs for clarity and consistency. The end result of this meeting was a set of PLDs that clearly defined the level of knowledge and skill necessary for each performance level. Copies of the final Geometry PLDs developed at this meeting and revised by DRC and the NYSED are provided in Appendix A. These PLDs were used in the subsequent standard setting meeting. The policy decisions implemented were consistent with sound psychometric research to guarantee an effective and efficient standard setting. This report provides final results and additional details documenting the standard setting process and the results. [This report was also produced by Data Recognition.]
2017 West Virginia Early Learning Spotlight
Author: West Virginia Department of Education
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Achievement Gap,State Policy,Educational Policy,Emergent Literacy,Reading Programs,Literacy Education,Extended School Day,Extended School Year,Program Effectiveness,Outcomes of Education,Reading Instruction,Reading Achievement,Electronic Learning

West Virginia is committed to ensuring all children have the opportunity to engage in high-quality early learning experiences. As a result, a wealth of data exists to support the continuation of services. The data available to the field has resulted in the development of the West Virginia Early Learning Spotlight Report. This annual report is designed to help stakeholders gain a deeper understanding of the status of children pre-k through third grade. To assist West Virginia in closing the literacy achievement gap by the end of the third grade, recent legislation and subsequent state code and policy have resulted in development of a statewide Transformative System of Support for Early Literacy (WVBE Policy 2512). This systemic process is designed to ensure the success of all young children in West Virginia. Known as the West Virginia Leaders of Literacy: Campaign for Grade-Level Reading, this system of support for early literacy was developed to assist all 55 West Virginia counties in closing the literacy achievement gap in West Virginia by the end of the third grade. These efforts are supported by the West Virginia Department of Education, the West Virginia Board of Education, and the West Virginia Legislature. All 55 WV counties have included school attendance as part of the Grade Level Reading Action Plan. WVDE has engaged with Extended Day/Year Learning partners to develop a framework for extended day and year programs. Counties are tracking the number of students served in extended day/year programming for the first time, and are also engaging with local extended day/year partners to share resources and training opportunities. Participation in the WVDE's Summer Reading Challenge has skyrocketed.
Better Together: Policies That Link Children&apos;s Savings Accounts with Access Initiatives to Pave the Way to College
Author: Beer, Allison
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Children,Banking,Money Management,Paying for College,Educational Finance,Financial Support,Student Financial Aid,Low Income Groups,Access to Education,Community Involvement,Social Services,Financial Needs

Children's Savings Accounts (CSAs) are tools designed to help low- and moderate-income families save for college and build students' expectations for attendance. But for many low-income families who can benefit most from these tools, the challenge to save and pay for college is underscored by systemic barriers connected to income and wealth inequality. This makes it difficult for many to set aside even modest amounts of money for future education after covering more immediate expenses. The report details how policymakers and CSA program leaders who are seeking equity-minded strategies can support low-income families save and pay for college by: (1) Integrating CSAs with broader college affordability initiatives, such as well-designed college promise programs; and (2) Integrating CSAs with social services that address families' holistic financial needs; and Implementing CSA programs alongside robust community engagement efforts to build trust and encourage participation. CSAs can help bridge college access and affordability divides between low-income and higher-income families. By adopting these equity-minded strategies, policymakers and program leaders can help more families improve wealth building, increase postsecondary attainment, and support intergenerational mobility for students.
A Blueprint for Better Information: Recommendations for a Federal Postsecondary Student-Level Data Network
Author: Roberson, Amanda Janice
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Student Records,Information Storage,Information Security,Information Management,Web Sites,Information Networks,Privacy,Governance,Data Collection,Access to Information,Design,Federal Government

Accurate and complete data can empower college choices, promote student success, and inform federal, state and institutional policies. Yet existing postsecondary student data systems are disconnected, duplicative and incomplete. &quot;A Blueprint for Better Information: Recommendations for a Federal Postsecondary Student-Level Data Network&quot; underscores the need for a coordinated and comprehensive network that leverages data from existing federal systems to paint a more complete picture of student outcomes. &quot;A Blueprint for Better Information&quot; outlines the details necessary to create a secure and effective student-level data network: (1) Privacy and security principles; (2) Data governance strategies; and (3) Operations and capacity requirements. Without a coordinated network, students, college leaders and policymakers lack critical information about student outcomes to make informed decisions about higher education. IHEP [Institute for Higher Education Policy] leads the?Postsecondary Data Collaborative, an initiative to advocate for the use of high-quality postsecondary data to promote student success and educational equity, evaluate and inform federal, state and institutional policies, and empower college choices.
Educating for the Future 2017. Annual Report
Author: Williams-Wyche, Shaun
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Postsecondary Education,State Legislation,Educational Legislation,Racial Distribution,Ethnicity,Student Educational Objectives,Data Collection,Minority Group Students,Educational Trends,Academic Degrees,Achievement Gap,Equal Education,Grants,Educational Finance

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal: 70 percent of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (&quot;Minnesota Laws 2015 Chapter 69, Article 3, Section 6&quot;). The law also sets 70 percent attainment goals for all races/ethnicities. To achieve this, Minnesota must close all disparities in postsecondary education by race. The legislation requires the Office of Higher Education to report annual progress towards meeting the 70 percent goal. This report updates progress towards meeting Minnesota's 70 percent postsecondary educational attainment goal by 2025. Data collected by the Minnesota Office of Higher Education, Minnesota State Colleges and Universities, and the Minnesota Demographic Center combine to provide estimates of postsecondary attainment. While Minnesota overall continues to make steady progress towards 70 percent, the same trend does not hold true across all racial and ethnic groups. In order to reach 70 percent, populations of color must comprise the majority of new recipients of postsecondary awards. This report provides the year three update on progress. [For the second report, &quot;Educating for the Future 2016: Update and Policy Guide,&quot; see ED591566.]
Educating for the Future 2016. Update and Policy Guide
Author: Williams-Wyche, Shaun
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Postsecondary Education,Educational Assessment,Demography,Educational Indicators,State Surveys,State Legislation,Equal Education,Grants,School Statistics,Racial Distribution,Educational Policy,State Policy,Graduation Rate,Best Practices,Educational Legislation,Educational Finance,Access to Education,Academic Degrees,Costs,Summer Programs,Academic Advising,Associate Degrees,Developmental Studies Programs,Change Strategies,Data Collection,Annual Reports

The 2015 Minnesota Legislature enacted a state postsecondary educational attainment goal: 70 percent of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (&quot;Minnesota Laws 2015 Chapter 69, Article 3, Section 6&quot;). To achieve this goal, Minnesota must address disparities across the educational pipeline. This is the second annual report on Minnesota's educational attainment goal, specifically providing an update of the original baseline targets established in the first report. Information included in this report is the combined work of the Minnesota Office of Higher Education (OHE), Minnesota State Demographic Center, and Minnesota State Colleges and Universities (Minnesota State). This and subsequent reports, as required by legislation, will include the updates to data and methodology used to establish educational attainment measures in Minnesota. [For the first report, &quot;Educating for the Future: Baseline Estimates of Minnesota's Educational Attainment,&quot; see ED572333.]
Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region
Author: Peters, Eleanor Eckerson
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Public Colleges,Access to Education,Minority Group Students,Low Income Students,Enrollment,Graduation Rate,College Students,Achievement Gap

Public flagship universities were established to provide an excellent education to state residents. These premier, well-resourced institutions are therefore ideally positioned to address the longstanding inequities in college access and completion. With proven histories of tackling societal challenges head-on, such as combating climate change and researching cures for cancer, public flagships should be working to advance social and economic mobility for students in their state. This analysis of equity at public flagship universities in the Great Lakes region reveals persistent equity gaps in access and completion for students of color and low-income students. The equity snapshots included herein present trends in enrollment and graduation rates over time at six Great Lakes flagships: (1) Indiana University -- Bloomington; (2) Ohio State University -- Main Campus; (3) University of Illinois at Urbana-Champaign; (4) University of Michigan -- Ann Arbor; (5) University of Minnesota -- Twin Cities; and (6) University of Wisconsin -- Madison.
Title III Supplemental Funds: Creative Ways to Support the Education of English Language Learners in Texas Schools. Briefing Paper
Author: Quiroz, Blanca
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,School Districts,Academic Achievement,Faculty Development,Enrichment,Academic Support Services,Parent Participation,Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal Aid

This report describes how two school districts in Texas supported the achievement of English language learners (ELLs) beyond classroom instruction, through ancillary education enrichment opportunities with Title III funds. These particular districts were identified as those with some of the most successful ELL programs, as determined by improvement in student achievement. One district has one of the largest ELL populations, proportionally, and the other is the third largest in Texas. The districts' reported practices fell into three major categories: adult education that impacts parental involvement at school and school-related home support of ELLs; teachers' or schools' support activities that increase and/or enrich their value as resources for ELLs; and student services that go beyond classroom instruction and help districts cope with the diverse background of ELLs entering their schools. Each of these areas of support is described in this report.
University of Minnesota - Twin Cities. Equity Snapshot
Author: Institute for Higher Education Policy (IHEP)
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Public Colleges,Access to Education,Minority Group Students,Low Income Students,Enrollment,Graduation Rate,College Students,Achievement Gap,School Policy

Public flagship universities were established with a mission to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Minnesota -- Twin Cities (U of M Twin Cities) finds large and growing gaps in college access and completion by race and socioeconomic status. To serve as a catalyst for mobility and equity for the state of Minnesota, the U of M Twin Cities must do a better job enrolling and graduating low-income students and students of color. [For &quot;Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region,&quot; see ED591567.]
University of Wisconsin - Madison. Equity Snapshot
Author: Institute for Higher Education Policy (IHEP)
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Public Colleges,Access to Education,Minority Group Students,Low Income Students,Enrollment,Graduation Rate,College Students,Achievement Gap,School Policy

Public flagship universities were established with a mission to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Wisconsin -- Madison (UW Madison) finds large and growing gaps in college access, as well as troubling gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in Wisconsin, UW Madison must to a better job enrolling and graduating low-income students and students of color. [For &quot;Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region,&quot; see ED591567.]
University of Illinois at Urbana-Champaign. Equity Snapshot
Author: Institute for Higher Education Policy (IHEP)
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Public Colleges,Access to Education,Minority Group Students,Low Income Students,Enrollment,Graduation Rate,College Students,Achievement Gap,School Policy

Public flagship universities were established to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Illinois at Urbana-Champaign (UIUC) finds large and growing gaps in college access, as well as gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in Illinois, UIUC must do a better job enrolling and graduating low-income students and students of color. [For &quot;Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region,&quot; see ED591567.]
University of Michigan - Ann Arbor. Equity Snapshot
Author: Institute for Higher Education Policy (IHEP)
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Public Colleges,Access to Education,Minority Group Students,Low Income Students,Enrollment,Graduation Rate,College Students,Achievement Gap,School Policy

Public flagship universities were established to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Michigan -- Ann Arbor (U-M Ann Arbor) finds large and growing gaps in college access, as well as troubling gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in the state of Michigan, U-M Ann Arbor must do a better job enrolling and graduating low-income students and students of color. [For &quot;Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region,&quot; see ED591567.]
The Ohio State University - Main Campus. Equity Snapshot
Author: Institute for Higher Education Policy (IHEP)
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Public Colleges,Access to Education,Minority Group Students,Low Income Students,Enrollment,Graduation Rate,College Students,Achievement Gap,School Policy

Public flagship universities were established with a mission to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at The Ohio State University -- Main Campus (OSU-Main Campus) finds large and growing gaps in college access, as well as gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in Ohio, OSU-Main Campus must do a better job enrolling and graduating low-income students and students of color. [For &quot;Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region,&quot; see ED591567.]