ethanporcaro/eric-fulltext-meta huggingface dataset:
2017-18 Publicly Reported Assessment Results for Students with Disabilities and English Learners with Disabilities. NCEO Report 419
Author: Albus, Deb A.
Date: 2020-12-00
Type: Reports - Research
Subjects: Students with Disabilities,English Language Learners,Reading Tests,Mathematics Tests,Science Tests,Achievement Gap,Reading Achievement,Mathematics Achievement,Science Achievement,Testing Accommodations,Language Tests,English (Second Language),Individualized Education Programs,Reports,Alternative Assessment,Student Participation,Elementary School Students,Middle School Students,High School Students

This is the 21st report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2017-18 assessment data for students with disabilities &quot;to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,&quot; as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations. [For the 2016-17 report, see ED600722.]
Interim Assessment Practices for Students with Disabilities. NCEO Brief Number 22
Author: Boyer, Michelle
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Student Evaluation,Formative Evaluation,Inclusion,Test Interpretation,Scores,Accessibility (for Disabled),Testing Accommodations,Federal Legislation,Equal Education,Educational Legislation,Test Use,Government Role,State Departments of Education,Access to Information,Test Validity,Alternative Assessment,Elementary Secondary Education

This Brief contains a scan of the interim assessment landscape, and is focused on the availability of documentation supporting the appropriateness of these assessments for students with disabilities. The purpose of this Brief is to advise the development of guidance that facilitates improved practices related to the use of interim assessments for students with disabilities.
Young Children in Deep Poverty: Racial/Ethnic Disparities and Child Well-Being Compared to Other Income Groups
Author: Nguyen, Uyen Sophie
Date: 2020-10-00
Type: Reports - Research
Subjects: Young Children,Poverty,Disproportionate Representation,Minority Group Students,Racial Differences,Ethnicity,Well Being,Socioeconomic Status,Child Health,Child Development,Geographic Location,Body Weight,Physical Disabilities,Intellectual Disability,Developmental Delays,Early Intervention,Special Education,Low Income Groups,Behavior Problems,Child Behavior,Health Insurance,Obesity,Hazardous Materials,Mental Health,One Parent Family,Parent Background,Educational Attainment,Unemployment,Neighborhoods,Intervention

Nine percent of young U.S. children live in deep poverty, with state rates ranging from 17 percent in Mississippi to 4 percent in Utah. The families of these children have incomes below 50 percent of the federal poverty line, or less than $10,289 for a family of one parent and two children. Understanding more about the early health and development of young children in deep poverty and related risk factors can inform policies tailored to this group of vulnerable families. The National Academy of Sciences report, &quot;Roadmap to Reducing Child Poverty&quot; (see ED604930) examines two policy packages that meet the goal of reducing both poverty and deep poverty by 50 percent. These packages include an increased minimum wage, a child allowance, and housing assistance. Based on an earlier examination of young children and families in deep poverty (see ED578993), the National Center for Children in Poverty (NCCP) has recommended a mix of policies to increase family income and ensure immediate and longer-term supports for children's healthy development in the family and in early care and education settings. This report presents new analyses with more recent data that highlight the needs of young children and families in deep poverty, along with updated recommendations. Key sections of the report are: (1) A description of methods; (2) Findings that show: (a) Differences in health and development indicators across income groups; (b) Differences in family and community factors across income groups; (c) Racial/ethnic disparities in young children's experience of deep poverty; (3) Summary; and (4) Recommendations.
Use of Restraint and Seclusion in the School Setting. Position Statement. Revised
Author: Fioravanti, Megan
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Discipline,Behavior Modification,Educational Legislation,Elementary Secondary Education,Federal Legislation,Role,Students with Disabilities,Public Schools,At Risk Students,Minority Group Students,Equal Education

It is the position of the National Association of School Nurses (NASN) that restraint and seclusion should not be used in the school setting as a routine form of discipline. Restraints and seclusion should only be used when the child's behavior poses an imminent danger of serious physical harm to self or others (United States Department of Education, 2012). In addition, the registered professional school nurse (hereinafter referred to as the school nurse) is in a position to promote positive behavioral supports in the school setting. NASN believes that the school nurse is an essential advocate for the health and well-being of all students. [This position statement was adopted in June 2015 and revised in January 2021.]
Data Literacy with an Equity Mindset
Author: National Center for Systemic Improvement at WestEd
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Data,Multiple Literacies,Equal Education,Racial Bias,Minority Group Students,Leadership,Culturally Relevant Education

In order to rethink data with an equity mindset, we approached a group of NCSI Thought Leaders and asked them: What are the questions about racial equity in our education systems that could be transformative, if answered? After collecting their recommendations, we organized their list based on the characteristics of an equity mindset as outlined by Nadelson et al. [see EJ1232260]. For many of the questions, we have included further information from Thought Leaders as to why these questions are important, along with any references to research.
Rankings of the States 2020 and Estimates of School Statistics 2021. NEA Research
Author: National Education Association
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Public Education,Educational Finance,Enrollment,Attendance,Educational Trends,Public School Teachers,Teacher Salaries,Income,Expenditure per Student,Average Daily Attendance,Public Schools,School Districts,Elementary Secondary Education

The data presented in this report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policy makers, and the public as a tool to examine public education programs and services. Part I of this report--Rankings 2020--provides state-level data on an array of topics relevant to the complex enterprise of public education. Since the 1960s, Rankings has presented facts and figures useful in determining how states differ from one another--and from national averages--on important school statistics such as student attendance, teacher employment and average salary, and school revenues and expenditures. Of course, no set of tables tells the entire story of a state's education offerings. Consideration of factors such as a state's tax system, provisions for other public services, and population characteristics also are needed. Therefore, it is unwise to draw conclusions based solely on individual statistics in this report. Part II of this report--Estimates 2021--is in its 76th year of production. Estimates provides data tables projecting public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Not surprisingly, interest in the improvement and renewal of public education continues to capture the attention of the nation. Part III of this report--National Trends 2012-21--presents summary data of national trends in student enrollment and attendance, staff salaries, sources of school funding, and levels of educational expenditures in the previous ten years. Such trends at the national level have been based on data reported state by state. [For &quot;Rankings of the States 2019 and Estimates of School Statistics 2020. NEA Research,&quot; see ED609838.]
Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities. Working Paper No. 253-0621
Author: Theobald, Roddy
Date: 2021-06-00
Type: Reports - Research
Subjects: Special Education Teachers,Teacher Education Programs,Teaching Methods,Literacy Education,Alignment (Education),Reading Achievement,Students with Disabilities,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Evidence Based Practice,Decoding (Reading),Achievement Gains,Beginning Teachers,Cooperating Teachers,Teaching Experience,Placement,Student Teaching,Language Arts

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in grades 4-8. These students tended to have larger reading gains when their district emphasized evidence-based literacy decoding practices (e.g., phonological awareness, phonics, and reading fluency) and when their special education teacher graduated from a teacher education program that also emphasized these practices. Students with high-incidence disabilities in districts that emphasized balanced literacy practices tended to have lower reading gains. Finally, students with high-incidence disabilities taught by early-career special education teachers tended to have larger reading gains when their teacher's student teaching placement was supervised by a more experienced cooperating teacher.
The 123s of School Choice: What the Research Says about Private School Choice Programs in America. Updated
Author: EdChoice
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Private Schools,Educational Vouchers,Educational Change,Tax Credits,Scholarships,Achievement Tests,Scores,Parent Attitudes,Educational Attainment,Racial Integration,Ethnic Groups,Educational Finance,Outcomes of Education,Program Effectiveness,Values,Citizen Participation,Voting,Crime,Social Capital,Prosocial Behavior,College Attendance,Costs,Elementary Secondary Education,Educational Benefits

This annual publication is designed to be a one-stop shop for all the existing research on private school choice in the United States. This year's edition is updated with the research published since the last edition. Since the first modern-day voucher program launched in Milwaukee in 1990, researchers have studied private school choice programs. Few American education reforms have been studied as much as choice. Even fewer, if any, have such a broad array of possible outcomes for students, schools, taxpayers and families. Researchers from across the country have published almost 170 empirical studies on the effectiveness of these programs. In this resource, the findings of the empirical studies are broken down by U.S. voucher, tax-credit scholarship and education savings account programs to date. The outcomes include: (1) Program Participant Test Scores; (2) Program Participant Attainment; (3) Parent Satisfaction; (4) Public School Students' Test Scores; (5) Civic Values and Practices; (6) Racial/Ethnic Integration; and (7) Fiscal Effects. [For the full report, go to: https://www.edchoice.org/research-library/?report=the-123s-of-school-choice-2/. For &quot;The 123s of School Choice: What the Research Says about Private School Choice Programs in America. 2020 Edition,&quot; see ED605664.]
Summer Learning Guide 2021
Author: Hawaii State Department of Education
Date: 2021-05-21
Type: Reports - Descriptive
Subjects: Summer Schools,Elementary Secondary Education,Summer Programs,Acceleration (Education),Remedial Instruction,Enrichment Activities,Transitional Programs,Supplementary Education,Pupil Personnel Services,School Counseling,English Language Learners,Students with Disabilities,Homeless People,Vocational Education,College Readiness,Career Readiness,Intervention,School Libraries,Child Health,School Safety,COVID-19,Pandemics,Hygiene,Student Transportation,School Personnel,Budgets,Access to Computers,Data Collection

The Hawai'i State Department of Education is excited to provide a comprehensive menu of engaging summer learning opportunities for students in the summer months. Summer learning has been expanded beyond the traditional summer school model to appeal to and reach as many students as possible. Offerings will span all grade levels, from a transition program for incoming kindergartners to paid summer internships for graduating seniors. In addition to offering traditional summer school at 15 sites, more than 200 schools will be providing summer programs via learning hubs. Learning hubs will provide opportunities for credit advancement, credit recovery, enrichment, intervention, remediation and transition, with options for full in-person, blended, or distance learning models. This document includes the following sections: (1) Summer Learning Framework; (2) Summer Programming; (3) Summer 2021 Supports, Health, and Operations; and (4) Data Reporting, Metrics, and Evaluation. [This report was prepared by the Hawaii State Department of Education's Office of Curriculum &amp; Instructional Design.]
Identifying Indicators That Predict Postsecondary Readiness and Success in Arkansas. REL 2021-091
Author: Hester, Candace
Date: 2021-06-00
Type: Reports - Research
Subjects: Prediction,Educational Indicators,College Readiness,College Entrance Examinations,Enrollment,Middle School Students,High School Students,College Bound Students,Outcomes of Education,School Holding Power,Predictor Variables,Academic Achievement,Attendance Patterns,Student Behavior,Suspension,Expulsion,Mathematics Achievement

Arkansas has identified college and career readiness indicators for schools that can be used to monitor students' performance and to improve their postsecondary readiness and success. Using two cohorts of grade 6 students, this study examined the extent to which Arkansas's middle school and high school indicators of postsecondary readiness predict a student postsecondary readiness outcome (an ACT score of 19 or higher) and success outcomes (enrolled in college for at least one term within eight years of beginning grade 6, and persisted in college by enrolling for more than one term within eight years of beginning grade 6). The study estimated the accuracy and strength of the middle school and high school indicators for predicting the outcomes. While fewer than half of students met the Arkansas postsecondary readiness standard, more than half enrolled in college and about half persisted for more than one term within eight years of beginning grade 6. Middle school and high school indicators, when combined with student background characteristics, predicted readiness and success outcomes with greater accuracy than did student background characteristics alone. Middle school indicators that were major predictors for at least two of the three outcomes examined included proficiency in English language arts and math, regular school attendance, no suspensions, and no expulsions. High school indictors that were major predictors for at least two of the outcomes included grade point average, enrollment in an advanced course, regular school attendance, and no expulsions. [For the Study Snapshot, see ED613042. For the appendixes, see ED613043.]
Parental Involvement in U.S. Public Schools in 2017-18. Data Point. NCES 2021-041
Author: Merlin, Julia
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Parent Participation,Parent School Relationship,Public Schools,Elementary Secondary Education,Institutional Characteristics,Principals,Elementary Schools,Middle Schools,High Schools,Volunteers,Governance,Participative Decision Making,Workshops,Parent Education,Parent Teacher Conferences

This Data Point examines parent and/or guardian involvement in various school-based engagement opportunities before the coronavirus pandemic. This information was reported by U.S. public school principals on the principal survey of the 2017-18 National Teacher and Principal Survey (NTPS). The NTPS is a sample survey of public and private K-12 schools, principals, and teachers that can be used to make comparisons between the 50 states and the District of Columbia. State representative information is also available for public schools, principals, and teachers.
Identifying Indicators That Predict Postsecondary Readiness and Success in Arkansas. Study Snapshot. REL 2021-091
Author: Regional Educational Laboratory Southwest (ED)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Prediction,Educational Indicators,College Readiness,College Entrance Examinations,Enrollment,Middle School Students,High School Students,College Bound Students,Outcomes of Education,School Holding Power,Predictor Variables,Academic Achievement,Attendance Patterns,Student Behavior,Suspension,Expulsion,Mathematics Achievement

This Study Snapshot highlights findings from a larger study on Arkansas's middle school and high school indicators of postsecondary readiness and success outcomes. The Arkansas Department of Education identified college and career readiness indicators in their Every Student Succeeds Act (ESSA) plan. Using two statewide cohorts of grade 6 students and data from 2008/09 through 2017/18, the study examined how well middle school and high school indicators that are aligned to the ESSA plan predict a postsecondary readiness outcome (ACT score of 19 or higher) and success outcomes (college enrollment in one term and enrollment persistence for more than one term within eight years of beginning grade 6). Findings indicate that while fewer than half of students met the Arkansas postsecondary readiness standard, more than half enrolled in college and about half persisted for more than one term within eight years of beginning grade 6. [For the full report, see ED613040. For the appendixes, see ED613043.]
Identifying Indicators That Predict Postsecondary Readiness and Success in Arkansas. Appendixes. REL 2021-091
Author: Regional Educational Laboratory Southwest (ED)
Date: 2021-06-00
Type: Reports - Research
Subjects: Prediction,Educational Indicators,College Readiness,College Entrance Examinations,Enrollment,Middle School Students,High School Students,College Bound Students,Outcomes of Education,School Holding Power,Predictor Variables,Academic Achievement,Attendance Patterns,Student Behavior,Suspension,Expulsion,Mathematics Achievement

The &quot;Identifying Indicators That Predict Postsecondary Readiness and Success in Arkansas&quot; study examined the extent to which Arkansas's middle school and high school indicators of postsecondary readiness predict a student's postsecondary readiness outcome and success outcomes. The study estimated the accuracy and strength of the middle school and high school indicators for predicting the outcomes. While fewer than half of students met the Arkansas postsecondary readiness standard, more than half enrolled in college and about half persisted for more than one term within eight years of beginning grade 6. This document presents the following three appendixes that accompany the study: (1) Data and methods; (2) Supporting tables; and (3) Alternative model results. [For the full report, see ED613040. For the Study Snapshot, see ED613042.]
Indiana and Minnesota Students Who Focused on Career and Technical Education in High School: Who Are They, and What Are Their College and Employment Outcomes? REL 2021-090
Author: Lindsay, Jim
Date: 2021-06-00
Type: Reports - Research
Subjects: Vocational Education,High School Students,College Readiness,Career Readiness,High School Graduates,Program Effectiveness,Gender Differences,Special Education,Reading Skills,Urban Schools,Suburban Schools,Rural Schools,College Attendance,Enrollment,Two Year Colleges,Employment Level,Wages,Course Selection (Students),Outcomes of Education,Educational Attainment,Student Characteristics,Institutional Characteristics,Public Schools,Racial Differences,Ethnicity,English Language Learners,School Size,Academic Degrees,Educational Certificates

In Indiana and Minnesota the state education agency, state higher education agency, and the state workforce agency have collaborated to develop career and technical education courses intended to improve high school students' college and career readiness. These agencies partnered with the Regional Educational Laboratory Midwest to examine whether high school graduates in each state who completed a large number of career and technical education courses in a single career-oriented program of study (concentrators) had different college and workforce outcomes from graduates who completed fewer (samplers) or no career and technical education courses (nonparticipants). The study found that in the 2012/13-2017/18 graduation cohorts, male graduates were more likely to be concentrators than female graduates, and graduates who received special education services were more likely to be concentrators than those who did not receive services. Graduates who were not proficient in reading in grade 8 also were more likely to become concentrators than those who were proficient. Graduates who attended urban and suburban schools were more likely than students who attended town and rural schools to be nonparticipants. Concentrators were less likely than samplers and nonparticipants with similar characteristics to enroll in college, but the differences reflect mainly enrollment in four-year colleges. Concentrators were more likely to enroll in two-year colleges. Concentrators also were less likely than similar samplers and nonparticipants to complete a bachelor's degree within four to six years. Finally, compared with similar samplers and nonparticipants, concentrators were employed at higher rates in the first five years after high school and had higher earnings. [For the study brief, see ED613045; for the study snapshot, see ED613046; and for the appendixes, see ED613050.]