ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaboration among All Educators to Meet the Needs of Gifted Learners. Position Statement
Author: National Association for Gifted Children
Date: 2014-03-22
Type: Reports - Descriptive
Subjects: Academically Gifted,Teacher Collaboration,Talent Identification,Student Needs,Preschool Education,Elementary Secondary Education,Faculty Development,Teamwork,School Counselors,Family School Relationship,Parent Participation

Giftedness is a complex phenomenon impacting the development of the whole child. Many specialists must work together to address the diverse academic, social and emotional aspects of the development of children with gifts and talents. It is imperative that educators in gifted, general, special education programs, and related professional services collaborate with one another and with parents/guardians and community members to ensure that students are properly identified for services to address their diverse advanced learning needs. The National Association for Gifted Children (NAGC) believes collaboration should be part of a continuum of services provided from Pre-K through high school to meet the unique educational needs of gifted students. Examples of collaborative strategies that might be used to enhance the learning of students with gifts and talents are provided.
Arts Education and Gifted and Talented Students. Position Statement
Author: National Association for Gifted Children
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Art Education,Academically Gifted,Student Needs,Interdisciplinary Approach,Holistic Approach

The arts are essential to a balanced education, with specific benefits for the cognitive, affective, and psychomotor development of all students, with special benefits for gifted and talented learners. Yet frequently, when school resources are limited, arts education funding is reduced or eliminated. The National Association for Gifted Children (NAGC) believes that arts education is fundamental to an appropriate education for gifted and talented learners and should be addressed through domain-specific opportunities and authentic integration across the curriculum.
Ensuring Gifted Children with Disabilities Receive Appropriate Services: Call for Comprehensive Assessment. Position Statement
Author: National Association for Gifted Children
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Students with Disabilities,Student Needs,Talent Identification,Disability Identification,Equal Education,Gifted Disabled,Screening Tests,Parent School Relationship,Student Rights,Response to Intervention,Specialists,Teamwork,Faculty Development

Like all other students with disabilities in America's schools, gifted students with co-existing disabilities--the Twice-Exceptional (2e)--have the right to a free, appropriate, public education. However, due to challenges inherent in accurately evaluating a student's learning strengths and weaknesses, and special education identification processes that focus on below grade-level achievement, many 2e students are going unidentified. The National Association for Gifted Children (NAGC) recommends five strategies that will increase the probability that gifted students with disabilities are identified and that their advanced abilities and disabilities are simultaneously addressed and supported.
Ohio Early Childhood Education FY 2016 Annual Report
Author: Ohio Department of Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Grants,Educational Finance,State Aid,Early Childhood Teachers,Credentials,Faculty Development,Educational Quality,Preschool Children,Student Evaluation,School Readiness,Technical Assistance

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: Children who participate in high-quality early learning programs begin school better prepared for educational success. This FY 2016 (July 1, 2015 - June 30, 2016), annual report has been published to meet the requirements of Section 263.20 of Ohio House Bill 64 (C) which says: &quot;The Department shall provide an annual report to the Governor, the Speaker of the House of Representatives, and the President of the Senate and post the report to the Department's web site, regarding early childhood education programs operated under this section and the early learning program standards.&quot; The report summarizes and provides an overview of finances, and activities of Ohio's early education programs in the areas of teacher credentials and professional development, child assessments, Step up to Quality, and program support. [For the 2015 edition of this report, see ED600416.]
K-12 Education: Certain Groups of Students Attend Alternative Schools in Greater Proportions than They Do Other Schools. Report to the Chairman, Committee on Education and Labor. GAO-19-373
Author: Nowicki, Jacqueline M.
Date: 2019-06-00
Type: Reports - Research
Subjects: Nontraditional Education,Kindergarten,Elementary Secondary Education,Disproportionate Representation,Racial Differences,Hispanic American Students,White Students,African American Students,Enrollment Trends,Gender Differences,Paraprofessional School Personnel,Civil Rights,Public Schools,School Districts,Discipline,Student Behavior,At Risk Students,Asian American Students,Multiracial Persons,Students with Disabilities,Poverty,American Indian Students,Alaska Natives

This report examines what is known about enrollment, discipline, and support staff in alternative schools, among other objectives. The Government Accountability Office (GAO) analyzed data on alternative schools for school years 2013-14 and 2015-16 from Education's Civil Rights Data Collection (most recent years available); visited selected school districts and alternative schools in Florida, Illinois, and Texas, selected for a mix of types (regular alternative, charter, and juvenile justice) and focuses (disciplinary or academic) of alternative schools; and interviewed federal officials. Findings showed that certain groups of students are overrepresented at alternative schools--public schools with a disciplinary or academic focus that serve students who have been expelled or suspended from school, or are at risk of educational failure--compared to their enrollment at nonalternative schools. Overall enrollment and discipline of students at these schools dropped between school years 2013-14 and 2015-16, according to GAO's analysis of Department of Education (Education) data. Declines in White and Hispanic student enrollment accounted for most of the drop. Some groups, such as Black boys and boys with disabilities, were overrepresented in alternative schools, particularly those with a discipline focus, compared to their enrollment at nonalternative schools. While overall discipline dropped for students at alternative schools, school arrests and referrals to law enforcement went up by 33 and 15 percent, respectively, for Black boys and girls between school years 2013-14 and 2015-16.
Investigation of Preservice Elementary Teachers&apos; Opinions on Science Fiction Films
Author: Izgi, Ümit
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Science Teachers,Student Attitudes,Opinions,Science Fiction,Films,Departments,Gender Differences,Academic Achievement,Mathematics Teachers,Instructional Program Divisions,Scores

In this research, opinions of preservice elementary teachers on science fiction films are investigated in terms of gender, academic success and department. The survey research method was used in this study. In this descriptive study, a relational screening model was used from survey method to determine the current situation. The relational screening model is a type of research model that aims to determine whether there is a relationship between two or more variables and to determine the degree of the relationship. Likert type attitude scale developed by Çemrek et al (2005) was used for gathering data in this research. The data were gathered from 142 students at the department of elementary science teacher and classroom teacher education at Hacettepe University during the 2014-2015 academic year. The collected data has been analyzed and interpreted with the help of SPSS statistical programme and recommendations were given in the light of results gathered at the end of this analysis.
Ohio Early Childhood Education Grants FY2017 Annual Report
Author: Ohio Department of Education
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Grants,Educational Finance,State Aid,Early Childhood Teachers,Credentials,Faculty Development,Educational Quality,Preschool Children,Student Evaluation,School Readiness,Technical Assistance

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear; children who participate in high-quality early learning programs begin school better prepared for educational success. In fiscal year 2017 (July 1, 2016 - June 30, 2017), the number of Early Childhood Education funded children expanded as a result of the $73,760,000 investment in state funding. These additional funds allowed for a total of 399 grantees that were funded to serve 18,440 children. Eligible grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers receiving a 3-, 4- or 5-star rating in Ohio's quality rating system, Step Up To Quality (SUTQ). High-quality preschool programs were identified within each targeted high needs community, invited to apply for new funding, and selected based on a competitive process. This annual report meets the requirements of Section 263.20 of House Bill 64 (C) which says: &quot;The Department shall provide an annual report to the Governor, the Speaker of the House of Representatives, and the President of the Senate and post the report to the Department's web site, regarding early childhood education programs operated under this section and the early learning program standards.&quot; [For the 2016 edition of this report, see ED600129.]
Common Core and Next Generation Science Standards for Gifted and Talented Students. Position Statement
Author: National Association for Gifted Children
Date: 2014-03-22
Type: Reports - Descriptive
Subjects: Common Core State Standards,Language Arts,Mathematics Education,Science Education,Elementary Secondary Education,Academically Gifted,Program Implementation,Curriculum Implementation

The adoption of Common Core State Standards (CCSS) in English language arts and mathematics and Next Generation Science Standards (NGSS) for K-12 students by a large majority of states is having a profound influence on curriculum, instruction, and assessment in classrooms across the country. The content standards are intended to promote higher levels of learning for all students and to promote the kinds of instructional strategies that have long been advocated in gifted education, including emphasis on analytical thinking, reasoning, and problem-solving skills. To ensure that gifted children receive the advanced content and experiences they need to grow and learn, the National Association for Gifted Children (NAGC) calls on states, school districts, and curriculum and assessment developers to implement the standards in ways that respond to gifted learners' pace and depth of learning. Doing this effectively will require substantial opportunities for professional development, resources that address instructional practices for exceptional learners, and assessments that reflect sufficient room for student growth. Only with such comprehensive support can the standards -- and the learners -- achieve their potential.
Data Highlights on Science, Technology, Engineering, and Mathematics Course Taking in Our Nation&apos;s Public Schools. 2015-16 Civil Rights Data Collection. STEM Course Taking
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Public Schools,Middle School Mathematics,Secondary School Mathematics,Secondary School Science,High School Students,Middle School Students,Algebra,Geometry,Enrollment,Access to Education,Gender Differences,Racial Differences,English Language Learners,Students with Disabilities,Calculus,Biology,Chemistry,Physics

The 2015-16 Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that impact education equity and opportunity for students. The CRDC has long provided critical information used by the Department of Education's Office for Civil Rights in its enforcement and monitoring activities. This report includes statistics on: (1) Middle School Mathematics Courses; (2) High School Mathematics Courses; and (3) High School Science Courses. The following two sections close the report: (1) Data Highlights and CRDC Endnotes; and (2) More about the CRDC. Data collected for the first time includes: (1) Algebra I classes in grades 7-8 and 9-12; (2) Students enrolled in Algebra I in grades 7-8; (2) Students enrolled in Algebra I in grades 7-8; (3) Geometry classes in grades 9-12; and (4) Students enrolled in Geometry in grades 9-12.
Higher Education: More Information Could Help Student Parents Access Additional Federal Student Aid. Report to Congressional Requesters. GAO-19-522
Author: Emrey-Arras, Melissa
Date: 2019-08-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Child Care,Parents,Student Financial Aid,Federal Aid,Access to Education,Federal Programs,Undergraduate Students,Student Characteristics,Program Effectiveness,Academic Persistence,Grants,Low Income Students,Web Sites,Access to Information,Student Loan Programs,Graduation,Postsecondary Education,Family Programs,Welfare Services,Block Grants,Academic Degrees,Certification,Institutional Characteristics,Educational Finance,Paying for College

Student parents face many challenges, including paying for child care, that can make it difficult for them to complete a degree. The federal government supports student parents through Education's Child Care Access Means Parents in School (CCAMPIS) program, which provides colleges funding for child care services, and federal student aid, which can also help students pay for child care. The Government Accountability Office (GAO) was asked to provide information on student parents and the federal programs that support these students. This report examines, among other objectives, what is known about the characteristics and degree completion of undergraduate students with children; what is known about the CCAMPIS program and how reliable Education's reported outcomes are; and to what extent selected schools publicize the option to increase federal student aid to help pay for child care. GAO analyzed 2009 and 2016 federal student data (the most recent available) and CCAMPIS program performance data, reviewed how the 62 schools that were awarded CCAMPIS grants in 2017 publicized the student aid option to help pay for child care, and reviewed relevant federal laws and regulations and agency documents. GAO interviewed officials from Education and selected schools. GAO is making three recommendations to Education to correct its CCAMPIS persistence and graduation rate calculations and to encourage schools to inform students about the option to increase federal student aid to help pay for child care. These recommendations are: (1) The Assistant Secretary for Postsecondary Education should correctly calculate its CCAMPIS program persistence rate and cost per persisting student measures; (2) The Assistant Secretary for Postsecondary Education should either collect the CCAMPIS participant enrollment data needed to calculate a standard 3-year graduation rate or accurately define and calculate a different college completion measure; and (3) The Chief Operating Officer of Federal Student Aid should encourage schools--through appropriate means, such as the FSA Handbook--to inform students via school websites about the availability of the dependent care allowance and how to request the allowance.
Religious-Based Hate Crimes: DOJ Needs to Improve Support to Colleges Given Increasing Reports on Campuses. Congressional Requesters. GAO-20-6
Author: Emrey-Arras, Melissa
Date: 2019-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Crime,Social Bias,Religion,Incidence,Colleges,Public Agencies,Federal Government,Crime Prevention,Access to Information,Centralization,Government School Relationship

On average, 205,000 U.S. residents report being victims of hate crimes every year, according to Department of Justice (DOJ) officials. Hate crimes, including those motivated by bias against an actual or perceived religion, can have a broader effect than other kinds of violent crimes because they target both the victim and the group the victim represents. The Government Accountability Office (GAO) was asked to review religious-based hate crimes on college campuses. This report reviews (1) the prevalence of religious-based hate crimes and bias incidents on college campuses; (2) what steps colleges are taking to address them; and (3) the extent to which Education and DOJ help colleges, campus law enforcement, and other stakeholders monitor and address these crimes and bias incidents. GAO analyzed DOJ and Education hate crime data from 2009 through 2017, the years for which all relevant data are available. GAO reviewed studies to identify college practices to address this issue as well as Education and DOJ policies, programs, and resources that could help colleges, campus law enforcement, and other stakeholders monitor and address these crimes and bias incidents, and how the information is shared. GAO also interviewed representatives of 16 stakeholder groups, including college associations, campus and public safety organizations, and religious groups. GAO recommends that DOJ update, centralize, and share more information about its resources to help address religious-based hate crimes on college campuses. DOJ agreed with GAO's recommendations.
Higher Education: Opportunities to Strengthen Federal Accountability. Testimony before the Subcommittee on Higher Education and Workforce Investment, Committee on Education and Labor, House of Representatives. GAO-19-484T
Author: Emrey-Arras, Melissa
Date: 2019-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Accountability,Higher Education,Accreditation (Institutions),Educational Finance,Student Loan Programs,Loan Default,Educational Quality,Public Agencies,Federal Government,Government Role

In fiscal year 2018, nearly 13 million students and their families received over $122 billion in federal assistance to help them pursue higher education through programs authorized under Title IV of the Higher Education Act of 1965, as amended. the Department of Education (Education) administers these programs, and is responsible, along with accreditors and states, for maintaining accountability and protecting the federal investment in student aid for higher education. This testimony summarizes the findings and recommendations from the Government Accountability Office's (GAO's) prior reports, issued between 2014 and 2018, examining Education's role in: (1) recognizing accrediting agencies; (2) overseeing the financial condition of schools; and (3) overseeing schools' student loan default rates. This statement also updates the status of selected recommendations and a matter for congressional consideration. The large federal investment in higher education makes it essential that the federal government maintain a robust system of accountability to protect students and taxpayers. This statement has highlighted three actions Education and Congress could take to strengthen the existing accountability tools for educational quality, financial sustainability, and student loan defaults.
Ohio Implementation of Special Education and Related Services for Children with Disabilities. 2016-2017 School Year
Author: Ohio Department of Education
Date: 2018-02-16
Type: Reports - Evaluative
Subjects: Students with Disabilities,Special Education,Preschool Education,Elementary Secondary Education,Eligibility,School Districts,Inclusion,Regular and Special Education Relationship,Special Schools,Student Placement,Symptoms (Individual Disorders),Private Schools,Public Schools,Home Schooling,Hospitalized Children,Correctional Education,Residential Institutions

State law requires that the state superintendent of public instruction report on the status of implementation of special education and related services for children with disabilities, including the number of children identified as disabled and the number of identified children receiving services. The Ohio Department of Education collects this data through the Education Management Information System (EMIS). All the data reported here have been gathered from EMIS. Students with disabilities account for 14.6 percent of all Ohio's preschool and school-aged students, which include all children ages 3-5 and 6-21, respectively. As of Oct. 31, 2016, there were 262,833 students reported to the Department who were identified as disabled and eligible to receive special education services or related services. In the 2016-2017 school year, 259,899 eligible students received services, amounting to 98.99 percent of all students identified as needing special education being served. Districts reported 2,009 students in the aggregate as &quot;eligible, not served&quot; in EMIS, which account for fewer than 1 percent of all the eligible students in Ohio. The students reported as &quot;not served&quot; are either home schooled or parentally placed in private schools where their services are not subject to Individual Services Plans. Families of an additional 566 students chose to discontinue services during the 2016-2017 school year and did not receive services. Parents of 359 students refused to implement services when they were first offered during the 2016-2017 school year. The data show that 63 percent of students were reported as spending more than 80 percent of the school day in regular classrooms. The remaining students were either spending 40-80 percent of the school day in regular classrooms, spending less than 40 percent of the school day in regular classrooms, parentally placed with services plans, in separate schools, in residential facilities, at home, in the hospital, or in corrections facilities.