ethanporcaro/eric-fulltext-meta huggingface dataset:
The Woodrow Wilson Ohio Teaching Fellowship: A Five-Year Statewide Investment to Improve Teacher Preparation
Author: Woodrow Wilson National Fellowship Foundation
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Fellowships,Teacher Education Programs,Universities,Intercollegiate Cooperation,Program Design,STEM Education,Program Descriptions,Science Teachers,Teacher Shortage,Educational Innovation,Curriculum Development,Teacher Placement,Sustainability

Both Ohio's state leadership and its foundation community recognized that, to move forward in a global economy, Ohio would need a highly trained workforce that would attract high tech companies to the state. Though STEM shortages have been a pervasive problem for decades, with the election of a new Governor in 2008, there was call to action from state higher education executive officers to address the STEM shortage areas as well as the growing achievement gap. In the years leading up to 2010, the state had significant teacher shortages in ten subject areas, with the greatest need in mathematics, sciences, and special education. These shortages, already severe, were projected to worsen as the state looked to adopt new rules for additional math and science courses required for graduation. There were also indicators that the state would adopt the common core standards, which required additional high level math and science preparation for all high school students taught by highly qualified and &quot;effective&quot; teachers. This program was seen by public and private entities as a way to address teacher shortages, increase the level of teacher performance in STEM subject areas, and help to close a widening achievement gap. Supported by more than $16 million in funding from the State of Ohio and private foundations, the program selected as partners seven Ohio universities: John Carroll University, Ohio State University, Ohio University, the University of Akron, the University of Cincinnati, the University of Dayton, and the University of Toledo. From 2011 to 2016, the WW Ohio Teaching Fellowship worked with these partner institutions to redesign their teacher education programs and recruit highly qualified candidates to careers in teaching. In collaboration with these seven Ohio partner institutions, the Woodrow Wilson Teaching Fellowship (WWTF) has recruited and prepared four cohorts of highly qualified STEM teachers for the most challenging and hard-to-fill positions in Ohio's high-need urban and rural school districts. The Woodrow Wilson National Fellowship Foundation has had significant influence in improving and supporting STEM teacher training in Ohio, and the WWTF model has been incorporated into the partner institutions' permanent course and degree offerings. This report describes how the fellowship works and how the university partners were selected. It also gives a description of the different partner programs.
Pennsylvania Higher Education at a Crossroads: To Boost Opportunity and Growth, Pennsylvania Needs to Invest in Higher Education
Author: Henninger-Voss, Eugene
Date: 2017-08-18
Type: Reports - Evaluative
Subjects: Public Colleges,Educational Finance,Financial Problems,Enrollment Trends,Rural Areas,Educational Trends,Trend Analysis,Demography,Educational Attainment,Access to Education,Community Colleges

Pennsylvania's public four-year colleges currently confront a funding and enrollment crisis, with three of the most distressed Universities in northern and western Pennsylvania regions that lack community colleges. This crisis presents Pennsylvania, and its state legislators: do they want to continue the policies of the past three decades, which have massively underfunded post-secondary education, particularly in rural Pennsylvania? Or do they want to use the crisis of the State System as a wake-up call -- a reason to address the state's post-secondary education deficit, and a vital step to avoiding a downward spiral for many of Pennsylvania's rural areas? This brief argues that lawmakers should take the latter course. Our previous two briefs on higher education documented (1) the importance of public universities to upward mobility in Pennsylvania; and (2) the inadequacy of state funding and the impact of this on tuition and enrollment at State System schools. This brief examines demographic trends and the geography of educational attainment and college access in Pennsylvania.
Factors That Influence Student College Choice. Data Point. NCES 2019-119
Author: LaFave, Allison
Date: 2018-11-00
Type: Numerical/Quantitative Data
Subjects: College Choice,Grade 9,High School Students,Grade 11,Institutional Characteristics,College Attendance,Socioeconomic Status,Educational Quality,Intellectual Disciplines,Job Placement,Costs,Proximity,Family Influence,Social Life,College Athletics

This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. The cohort was surveyed again in spring 2012 when most students were in eleventh grade. This survey included questions about characteristics that would influence choosing a school or college after high school. Data for the following questions are presented: (1) What factors do students rate as important when they are choosing a school or college to attend after high school?; and (2) How do self-reported ratings of the importance of cost of attendance vary by socioeconomic status (SES)?
Hit and Run? Income Shocks and School Dropouts in Latin America. Policy Research Working Paper 8344
Author: Cerutti, Paula
Date: 2018-02-00
Type: Reports - Research
Subjects: Foreign Countries,Family Income,Dropouts,Economic Factors,Potential Dropouts,At Risk Students,Employment Potential,Labor Market,Welfare Services,Decision Making,Educational Attainment,Enrollment Trends,Dropout Rate,Unemployment,Developing Nations

How do labor income shocks affect household investment in upper secondary and tertiary schooling? Using longitudinal data from 2005-15 for Argentina, Brazil, and Mexico, this paper explores the effect of a negative household income shock on the enrollment status of youth ages 15 to 25. The findings suggest that negative income shocks significantly increase the likelihood that students in upper secondary and tertiary school exit school in Argentina and Brazil, but not in Mexico. For the three countries, the analysis finds evidence that youth who drop out due to a household income shock have worse employment outcomes than similar youth who exit school without a household income shock. Differences in labor markets and safety net programs likely play an important role in the decision to exit school as well as the employment outcomes of those who exit across these three countries.
Model Curriculum Framework 2014
Author: Kentucky Department of Education
Date: 2014-10-01
Type: Guides - Non-Classroom
Subjects: Curriculum Development,Curriculum Evaluation,Curriculum Implementation,College Readiness,Career Readiness,Educational Assessment,Faculty Development

The &quot;Kentucky Model Curriculum Framework&quot; serves as a facilitation guide to help an instructional supervisor, principal, and/or teacher leader provide a rationale for the need to revisit curriculum planning, offering some background information and exercises to generate &quot;future-oriented&quot; thinking, and suggesting a process for designing and reviewing the local curriculum. As content standards are being revised, educators and communities must guarantee 21st-century readiness that will prepare learners for college and career success. The students of the Commonwealth expect a curriculum designed and structured for a rigorous, relevant and personalized learning experience, including anytime/anywhere learning opportunities. This resource will ensure local district and/or school curriculum reflects the tools, environments, and guiding principles to support 21st-century learning practices. The &quot;Framework&quot; creates an ideal model by which educators implement a rigorous and effective curriculum that generates student achievement. It consistently establishes what professional educators are expected to do for the next generation of learners of the Commonwealth of Kentucky. Kentuckians, as global citizens, need to be able to think critically, solve problems, innovate, collaborate, and communicate effectively. As a resource, the &quot;Kentucky Model Curriculum Framework&quot; provides a blueprint for schools and districts by engaging families and communities to make this happen.
A National Landscape Scan of Personalized Learning in K-12 Education in the United States
Author: Gross, Betheny
Date: 2018-06-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Individualized Instruction,Elementary School Teachers,Elementary School Students,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Student Attitudes,Teaching Methods,Educational Policy,Student Needs,Student Interests,Learner Engagement,Federal Legislation,Educational Legislation,State Regulation,Racial Differences,Ethnicity,Socioeconomic Status

K-12 education is at the beginning of what many hope will be a systemic transformation toward personalized learning. Across the nation, schools are experimenting with personalized learning to better meet each student's unique needs and ensure broader access to a world-class education. Many of these experiments have been captured in individual case studies and other vivid narratives, but the field lacks a broad-based understanding of how personalized learning is emerging in classrooms across the United States. As a result, it is difficult to know the extent to which personalized learning is actually taking hold across the country. The lack of systematic data on personalized learning also makes it hard for advocates and others to identify the kinds of challenges policymakers and practitioners alike may need to address in the years ahead. To better understand how personalized learning is playing out across the nation, a national survey of teachers and students was conducted. This report summarizes what these teacher and student surveys revealed about how personalized learning is--and is not--taking hold nationwide. [This report was produced with LEAP Innovations.]
Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning
Author: Patrick, Susan
Date: 2018-01-00
Type: Guides - Non-Classroom
Subjects: Competency Based Education,Elementary Secondary Education,Transformative Learning,State Policy,Policy Formation,Educational Change,Educational Policy,Success,Qualifications,Accountability,Teacher Qualifications,Teacher Competencies,Leadership Qualities

This report provides a roadmap and action steps for state policymakers to catalyze transformational change in K-12 education toward a future vision for systems that ensure success for all students. In this report, iNACOL articulates a vision for the future of K-12 education and offers action steps for state policymakers. Its purpose is to inspire state policymakers, including governors, state legislators, state boards of education, state school chiefs and state policy staff with a vision for transformation and to provide specific steps, policy strategies and recommendations for enabling personalized, competency-based education. This report explores five issues to tackle to build toward a vision and strategy for transformation to personalized, competency-based education systems: (1) redefining student success; (2) meaningful qualifications; (3) accountability as continuous improvement; (4) developing educator capacity; and (5) building capacity to lead change. [For the Executive Summary, see ED589873.]
Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning. Executive Summary
Author: Patrick, Susan
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Elementary Secondary Education,Transformative Learning,State Policy,Policy Formation,Educational Change,Educational Policy,Success,Qualifications,Accountability,Teacher Qualifications,Teacher Competencies,Leadership Qualities

In January 2018, iNACOL published &quot;Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning&quot; to provide state policymakers with a set of action steps to drive transformation of education systems for the long-term. These policy actions are designed to ensure that every student graduates with the knowledge, abilities and dispositions necessary to achieve success, to contribute to their communities and to advance society. As highlighted in the figure, &quot;Current to Future State of Education,&quot; to move from the current, inequitable state of education to a future-focused, equity-driven state of education, where all students graduate prepared to succeed, this report outlines the following issues to tackle: (1) redefining student success; (2) creating meaning qualifications; (3) constructing balanced systems of assessments; (4) redesigning accountability for continuous improvement; (5) developing educator capacity for next-generation learning; and (6) building capacity to lead change. [For the full report, see ED589866.]
Assessing Advances and Challenges in Technical Education in Brazil. A World Bank Study
Author: Almeida, Rita
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Technical Education,Vocational Education,Educational Quality,Educational Attainment,Secondary School Students,Labor Force Development,Foreign Countries,Program Descriptions,Educational Policy,Best Practices,Barriers,Private Education,Public Schools,Strategic Planning,Articulation (Education),Student Attitudes,Preferences,Relevance (Education),Career Guidance,Career Choice,Teaching Methods,Instructional Innovation,Certification,Teacher Selection,Vocational Education Teachers

Despite impressive progress in education enrollments in recent decades, Brazil continues to face important obstacles to overall quality and secondary school completion rates that restrict the nation's ability to produce a skilled workforce. Vocational and Technical Education and Training (VET) is a key element in the strategy to more quickly integrate new workers into the workforce and more directly meet the needs of the labor market. Brazil is making a massive investment in VET scale-up through the national flagship program, PRONATEC, launched in 2011. &quot;Assessing Advances and Challenges in Technical Education in Brazil&quot; maps the nation's educational institutions and policies and assesses recent advances and challenges. It shares international best practices on selected operational issues identified as strategic bottlenecks for the delivery of technical education. This report details the complexity of VET delivery in Brazil, providing a combination of short and longer-term courses, offered in multiple modalities and through a variety of providers. It examines the role of private providers, as well as state and federal public schools. It identifies five strategic policy areas for more efficient delivery: (1) Promote a closer alignment in the supply of courses, with the quantity and quality of the skills demanded by the labor market and student preferences; (2) Improve the monitoring and evaluation system, especially the quality and relevance of VET for the labor market; (3) Develop a strategic career guidance framework based on a solid information system to help guide students and families in making educational and career decisions; (4) Improve the quality and relevance of VET through better-prepared teachers; and (5) Promote innovation in technical education through innovative pedagogies and low-cost infrastructure. The report concludes with specific policy recommendations for PRONATEC. [Individual chapters contain references.]
Early Childhood Development in Tonga: Baseline Results from the Tongan Early Human Capability Index. A World Bank Study
Author: Brinkman, Sally
Date: 2017-00-00
Type: Books
Subjects: Foreign Countries,Early Childhood Education,Child Development,Preschool Children,School Readiness,Individual Characteristics,Test Construction,Social Influences,Demography,Family Environment,Stimulation,Preschool Education

&quot;Early Childhood Development in Tonga: Baseline Results from the Tongan Early Human Capability Index&quot; offers a comprehensive assessment of early child development across Tonga. This book reports on a census of child development using the Tongan Early Human Capability Index. The data includes information on more than 6,600 children ages 3 to 5 years living in 36 inhabited islands and 129 communities. On the basis of population figures from the Tongan census data collection provided by the Tonga Department of Statistics, 81 percent of 3- to 5-year-old children participated in the Tongan Early Human Capability Index. &quot;Early Childhood Development in Tonga&quot; details the development of the instrument used to collect the child development data ensures cultural validity and local relevance, and still captures the fundamental aspects of child development that are consistent across countries and cultures. In addition to benefiting from learning about the development of the instrument, other countries will also be interested in learning about the method of data collection across a country with remote and isolated islands, and using an innovative partnership between health and education. Using existing systems and community governance structures, the data were not only collected but also disseminated back to communities to raise awareness and prompt community and government mobilization to support early child development. The process of developing and implementing the Tongan Early Human Capability Index across Tonga helped build national and district capacity and is encouraging the establishment of community-based supports for children. Researchers, policy makers, practitioners, and advocates for the development and enhancement of systems to monitor early child development worldwide will find &quot;Early Childhood Development in Tonga&quot; highly significant. [Individual chapters contain references.]
Poverty and Progress in New York: English and Math Proficiency in NYC Schools, 2015-16. Issue Brief
Author: Armlovich, Alex
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Poverty,Social Bias,Socioeconomic Status,Social Justice,Public Policy,Low Income Groups,Language Arts,Mathematics Instruction,Common Core State Standards,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Public Schools,Disabilities,English Language Learners,At Risk Students,Gender Differences,Academic Achievement,Racial Differences,Ethnicity,Standardized Tests,Scores

New York mayor Bill de Blasio entered office in January 2014, promising to &quot;take dead aim at the Tale of Two Cities … [and] put an end to economic and social inequalities that threaten to unravel the city we love.&quot; The Manhattan Institute's &quot;Poverty and Progress in New York&quot; series tracks the effects of Mayor de Blasio's policies on lower-income New Yorkers. This paper, the 12th installment, examines progress during 2015-16 in English language arts (ELA) and in math on the Common Core-aligned New York State Assessment Program, which covers nearly half a million students in grades 3-8 in the city's traditional public schools (i.e., non-charter schools).
Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed. CompetencyWorks Final Paper
Author: Sturgis, Chris
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Role of Education,Public Education,Democracy,Equal Education,Access to Education,Competency Based Education,Barriers,Culturally Relevant Education,Teaching Methods,Definitions,Conventional Instruction,Educational Change,College Readiness,Career Readiness,Elementary Secondary Education,Individualized Instruction,School Culture,Inclusion,Empowerment,Success,Graduation,Accountability,Progress Monitoring,Skill Development,Administrator Role,Teacher Role

The role of public education has never been more important--it is the bedrock of democracy. The failure to provide an equitable public education that enables equal access to opportunity unravels the American dream. Competency-based education holds promise as a uniquely powerful model for fostering equity, but only if equity is an intentional design feature embedded in the culture, structure and pedagogy. Across the country, educators and policymakers are coming to the same conclusion: the structure of the traditional system is a barrier to equity. The premise of competency education is that the culture, structure and pedagogy of the traditional education system, having been designed to sort students, must be and can be replaced with culture, structure and pedagogy that are designed to ensure every student can succeed. Still, the question remains: How should equity be thought of in a personalized, competency-based system to ensure that every student is indeed successful? This paper seeks to explore the potential pitfalls and strategies to ensure a more equitable education system. The driving questions include: (1) How should equity be defined to be meaningful in a personalized, competency-based system?; (2) Why does the traditional education system need to change and how will competency-based systems offer more equitable learning environments?; (3) What principles or elements need to be in place to ensure that competency-based education fulfills its promise to offer a more equitable education system?; and (4) How can educators work together as a field to ensure that competency-based systems take full advantage of what is known about equity strategies to benefit all students, especially those who have been historically underserved? This paper begins with a vision and definition of educational equity. It then explains how the traditional system was designed to promote inequitable outcomes and how competency-based education differs from the traditional system. In section III, the authors introduce an equity framework for personalized, competency-based education. The authors include a discussion of each principle, examples of policies and practices that will help to create an equitable environment and examples of red flags of shallow or weak implementation. The last section provides recommendations for future action. A glossary is provided in the appendix to clarify the terms used in the paper.
The Woodrow Wilson National Fellowship Foundation Annual Report, 2017
Author: Woodrow Wilson National Fellowship Foundation
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Access to Education,Fellowships,Philanthropic Foundations,Donors,Financial Support

This year's report provides a statement of the Foundation's activities (year ended June 30, 2017) and an extensive list of donors and funders supporting the Foundation in fiscal year 2017.