ethanporcaro/eric-fulltext-meta huggingface dataset:
Math and English Language Arts Assessments and Vendors for Grades 9-12 (2017-18). 50-State Comparison: State Summative Assessments
Author: Education Commission of the States (ECS)
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Summative Evaluation,State Programs,Testing Programs,Mathematics Tests,Language Tests,Achievement Tests,College Entrance Examinations,Grade 9,Grade 10,Grade 11,Grade 12,Aptitude Tests

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans: third through fifth grade, sixth through ninth grade, and 10th through 12th grade. Few states exceed the science testing requirements, and most states test science in fourth or fifth grade, eighth grade and once in high school through an end-of-course assessment in biology. This document is part of the &quot;50-State Comparison: State Summative Assessments.&quot; It provides details on math and English language arts assessments and vendors for grades 9-12 for 2017-18. The information in this resource covers only those assessments that are mandatory statewide for all students, including those tests that fulfill federal testing requirements. This information was collected from state department of education websites and through contact with state department staff, and therefore may not reflect what is required in state statute or regulation. [View the full &quot;50-State Comparison: State Summative Assessments&quot; here: https://www.ecs.org/50-state-comparison-state-summative-assessments.]
Math and English Language Arts Assessments and Vendors for Grades 3-8 (2017-18). 50-State Comparison: State Summative Assessments
Author: Education Commission of the States (ECS)
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Summative Evaluation,State Programs,Testing Programs,Mathematics Tests,Language Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Achievement Tests

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans: third through fifth grade, sixth through ninth grade, and 10th through 12th grade. Few states exceed the science testing requirements, and most states test science in fourth or fifth grade, eighth grade and once in high school through an end-of-course assessment in biology. This document is part of the &quot;50-State Comparison: State Summative Assessments.&quot; It provides details on math and English language arts assessments and vendors for grades 3-8 for 2017-18. The information in this resource covers only those assessments that are mandatory statewide for all students, including those tests that fulfill federal testing requirements. This information was collected from state department of education websites and through contact with state department staff, and therefore may not reflect what is required in state statute or regulation. [View the full &quot;50-State Comparison: State Summative Assessments&quot; here: https://www.ecs.org/50-state-comparison-state-summative-assessments.]
Additional College and Career Readiness Assessment (Grade 11 Unless Otherwise Indicated; Statewide, during School and Paid for by the State). 50-State Comparison: State Summative Assessments 2018
Author: Education Commission of the States (ECS)
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: College Readiness,Career Readiness,Grade 11,Grade 10,Grade 12,State Programs,Testing Programs,Occupational Tests,Aptitude Tests,College Entrance Examinations,Grade 9,Summative Evaluation

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans: third through fifth grade, sixth through ninth grade, and 10th through 12th grade. Few states exceed the science testing requirements, and most states test science in fourth or fifth grade, eighth grade and once in high school through an end-of-course assessment in biology. This document is part of the &quot;50-State Comparison: State Summative Assessments.&quot; It provides details on additional college and career readiness assessment (grade 11 unless otherwise indicated; statewide, during school and paid for by the state). The information in this resource covers only those assessments that are mandatory statewide for all students, including those tests that fulfill federal testing requirements. This information was collected from state department of education websites and through contact with state department staff, and therefore may not reflect what is required in state statute or regulation. [View the full &quot;50-State Comparison: State Summative Assessments&quot; here: https://www.ecs.org/50-state-comparison-state-summative-assessments.]
All Data Points. 50-State Comparison: State Summative Assessments 2018
Author: Education Commission of the States (ECS)
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Summative Evaluation,Testing Programs,State Programs,Mathematics Tests,Language Tests,Science Tests,Social Studies,College Readiness,Career Readiness,Elementary Secondary Education,Occupational Tests,College Entrance Examinations,Aptitude Tests,Achievement Tests

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans: third through fifth grade, sixth through ninth grade, and 10th through 12th grade. Few states exceed the science testing requirements, and most states test science in fourth or fifth grade, eighth grade and once in high school through an end-of-course assessment in biology. This document is part of the &quot;50-State Comparison: State Summative Assessments.&quot; It provides information on the following data points: (1) Math and English language arts assessments and vendors for grades 3-8 (2017-18); (2) Math and English language arts assessments and vendors for grades 9-12 (2017-18); (3) Science assessments grades and/or end-of-course requirement; (4) Social studies assessments grades (if any); and (5) Additional college and career readiness assessment (grade 11 unless otherwise indicated; statewide, during school and paid for by the state). The information in this resource covers only those assessments that are mandatory statewide for all students, including those tests that fulfill federal testing requirements. This information was collected from state department of education websites and through contact with state department staff, and therefore may not reflect what is required in state statute or regulation. [View the full &quot;50-State Comparison: State Summative Assessments&quot; here: https://www.ecs.org/50-state-comparison-state-summative-assessments.]
Jim Crow Debt: How Black Borrowers Experience Student Loans
Author: Mustaffa, Jalil B.
Date: 2021-10-20
Type: Reports - Research
Subjects: Student Loan Programs,African American Students,Debt (Financial),Racial Discrimination,College Students,Outcomes of Education,Income Contingent Loans,Financial Problems,Credit (Finance)

Student debt has been a crisis for years, and the pandemic has only exacerbated matters for many borrowers. This is especially true for Black borrowers, who are among those most negatively affected by student loans -- due, in large part, to systemic racism, the inequitable distribution of wealth in this country, a stratified labor market, and rising college costs. And whether by willful intent or gross negligence, many of those engaged in this policy debate overlook the compounding effect of racism and how it specifically impacts Black borrowers. Put simply, student debt is a racial and economic justice issue, and any proposed solution to the student debt crisis must center the perspectives, lived realities, and voices of Black borrowers, rather than solely use their data to frame the problem. That is why in 2020, the National Black Student Loan Debt Study was launched. This study is based on a nationwide survey of nearly 1,300 Black borrowers and in-depth interviews with 100 Black borrowers across various life points. Rather than reporting student loan outcomes, the study focuses on borrowers' perspectives and life experiences with student loans.
Is Seeing Believing? A Longitudinal Study of Vividness of the Future and Its Effects on Academic Self-Efficacy and Success in College
Author: McMichael, Samantha L.
Date: 2021-05-00
Type: Reports - Research
Subjects: Undergraduate Students,Longitudinal Studies,Goal Orientation,Self Efficacy,Academic Achievement,Academic Persistence,Gender Differences,Grade Point Average,STEM Education,Business Administration Education

This research followed students over their first two years of college. During this time, many students lose sight of their goals, leading to poor academic performance and leaving STEM and business majors. This research was the first to examine longitudinal changes in future vividness, how those changes impact academic success, and identify sex differences in those relationships. Students who started college with clear pictures of graduation and life after graduation, and those who gained clarity, were more likely to believe in their academic abilities, and, in turn, earn a higher cumulative GPA, and persist in STEM and business. Compared to men, women reported greater initial vividness in both domains. In vividness of graduation, women maintained their advantage with no sex differences in how vividness changed. However, men grew in vividness of life after graduation while women remained stagnant. These findings have implications for interventions to increase academic performance and persistence.
Varieties of Numerical Estimation: A Unified Framework
Author: Qin, Jike
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Numeracy,Arithmetic,Cognitive Processes,Cognitive Development,Kindergarten,Elementary School Students,Grade 1,Grade 2,Adults,Computation,Predictor Variables,Number Concepts

There is an ongoing debate over the psychophysical functions that best fit human data from numerical estimation tasks. To test whether one psychophysical function could account for data across diverse tasks, we examined 40 kindergartners, 38 first graders, 40 second graders and 40 adults' estimates using two fully crossed 2 × 2 designs, crossing symbol (symbolic, non-symbolic) and boundedness (bounded, unbounded) on free number-line tasks (Experiment 1) and crossing the same factors on anchored number-line tasks (Experiment 2). This strategy yielded 4 novel tasks to assess the generalizability of the models. Across all 8 tasks, 90% of participants provided estimates better fit by a mixed log-linear model than other cognitive models, and the weight of the logarithmic component ([lambda]) decreased with age. After controlling for age, the weight of the logarithmic component ([lambda]) significantly predicted arithmetic skills, whereas parameters of other models failed to do so. Results suggest that the logarithmic-to-linear shift theory provides a unified account of numerical magnitude estimation and provides uniquely accurate predictions for mathematical proficiency. [This paper was published in: &quot;Proceedings of the 39th Annual Meeting of the Cognitive Science Society,&quot; edited by G. Gunzelmann et al., Cognitive Science Society, 2017, pp. 2943-2948.]
Getting Black Students Better Access to Non-Novice Teachers
Author: Mehrotra, Sarah
Date: 2021-12-00
Type: Reports - Research
Subjects: African American Students,Experienced Teachers,Educational Quality,Teacher Competencies,Beginning Teachers,Labor Turnover,At Risk Students,Teaching Experience,Barriers,Disproportionate Representation,Equal Education,Teacher Recruitment,Teacher Education,Teacher Persistence,Diversity (Faculty),Teaching Conditions,Teacher Certification,Minority Group Teachers,Educational Needs,Educational Policy,Data Collection,Data Analysis,School Districts,Progress Monitoring,Leadership Qualities,Accountability,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance

While new teachers bring energy and passion into their classrooms and schools, they can find themselves incredibly challenged as they learn how to plan and implement lessons, collect and use data to inform their instructional practices, build relationships with students and families, manage classroom behavior, and meet the varying academic, social, and emotional needs of their students. To no surprise, inexperienced teachers and high teacher turnover disproportionately affect the achievement of students who are most underserved. Education Resource Strategies paints a clear picture of this in their report, &quot;Growing Great Teachers&quot; (ED593368), where they describe how an inexperienced workforce can impede efforts to improve conditions for teachers and students who have been underserved for far too long. In this paper, the authors look closely at inequitable access to experienced teachers for Black students across the country. Findings reveal that the education system is failing Black students, as they find themselves more likely than any other group of students to be in classrooms with teachers who are in their first years of teaching or teachers who are uncertified. The findings reveal whether these inequities are due to varying levels of teacher experience between the districts in a particular state or within a particular district. In either case, these disparities are not inevitable. State and district leaders and local school board members can set clear goals and identify and address barriers to preparing, recruiting, and retaining strong and racially diverse teachers. And school leaders can take steps to create working conditions that ensure teachers, including teachers of color, remain in schools and hone their craft. [For the accompanying report &quot;Getting Latino Students Better Access to Non-Novice Teachers,&quot; see ED617546.]
Equity in Child Care Is Everyone&apos;s Business
Author: Gillispie, Carrie
Date: 2021-11-00
Type: Reports - Research
Subjects: Equal Education,Child Care,COVID-19,Pandemics,Racial Bias,Child Caregivers,Minority Groups,Females,Small Businesses,Educational Finance,Financial Support,Safety,Needs Assessment,Partnerships in Education,Nonprofit Organizations

The COVID-19 crisis has not only exacerbated existing inequities in child care access for families, but has also decimated the finances of child care providers, many of whom are women of color already economically disadvantaged by systemic racism and sexism. State and local chambers of commerce are uniquely positioned to offer urgently needed small business resources to child care providers, while also acting as powerful connectors among community leaders interested in supporting families with young children. The Education Trust and the U.S. Chamber of Commerce Foundation interviewed child care providers and state and local chamber leaders across the U.S. to identify opportunities for supporting working families with young children by supporting female providers of color. Many child care providers told us that amid the COVID-19 crisis, they have faced funding challenges, safety and health concerns, and barriers to talent acquisition and professional development. Several providers reported that racial and gender bias has posed challenges within their local business community. Many said they felt less supported than other businesses due to their race. State and local chamber leaders noted that they and their business members are facing several challenges during the pandemic related to child care and outlined several ways that state and local chambers could support providers of color and help align the needs and services of providers with those of their communities. This report describes these challenges and opportunities and offers recommendations for how state and local chambers of commerce can support working families by supporting female providers of color. [This report was co-produced by the U.S. Chamber of Commerce Foundation.]
Getting Latino Students Better Access to Non-Novice Teachers
Author: Mehrotra, Sarah
Date: 2021-12-00
Type: Reports - Research
Subjects: Experienced Teachers,Educational Quality,Teacher Competencies,Beginning Teachers,Labor Turnover,At Risk Students,Teaching Experience,Barriers,Disproportionate Representation,Equal Education,Teacher Recruitment,Teacher Persistence,Diversity (Faculty),Teaching Conditions,Teacher Certification,Minority Group Teachers,Educational Needs,Educational Policy,Data Collection,Data Analysis,School Districts,Progress Monitoring,Leadership Qualities,Accountability,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance,Hispanic American Students

While new teachers bring energy and passion into their classrooms and schools, they can find themselves incredibly challenged as they learn how to plan and implement lessons, collect, and use data to inform their instructional practices, build relationships with students and families, manage classroom behavior, and meet the varying academic, social, and emotional needs of their students. To no surprise, inexperienced teachers and high teacher turnover disproportionately affect the achievement of students who are most underserved. Education Resource Strategies paints a clear picture of this in their report, &quot;Growing Great Teachers&quot; (ED593368), where they describe how an inexperienced workforce can impede efforts to improve conditions for teachers and students who have been underserved for far too long. In this paper, the authors look closely at inequitable access to experienced teachers for Latino students across the country. Findings reveal that, while Latino students have similar rates of non-novice teachers as their peers nationwide, drastic disparities still exist in several states. The findings reveal whether these inequities are due to varying levels of teacher experience between the districts in a particular state or within a particular district. In either case, these disparities are not inevitable. State and district leaders and local school board members can set clear goals and identify and address barriers to preparing, recruiting, and retaining strong and racially diverse teachers. And school leaders can take steps to create working conditions that ensure teachers, including teachers of color, remain in schools and hone their craft. [For the accompanying report &quot;Getting Black Students Better Access to Non-Novice Teachers,&quot; see ED617544.]
Serving All Consumers: Identifying Racial Disparities in the Vocational Rehabilitation System. Policy Brief
Author: Shaewitz, Dahlia M.
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,COVID-19,Pandemics,Disabilities,Economic Climate,Equal Education,Access to Education,Eligibility,Disproportionate Representation,Barriers,Employment Level,Equal Opportunities (Jobs),Intervention,Job Training,Racial Discrimination,Ethnicity,Social Justice

The Vocational Rehabilitation (VR) program is the largest workforce program in the United States, providing employment services to people with disabilities to help them retain or enter competitive integrated employment commensurate with their abilities and capabilities. During the pandemic, state VR services were significantly affected and in some cases those services were halted for a period of time as agencies attempted to reroute services virtually and to eventually provide in-person contact. In addition, the COVID-19 pandemic has led to a recession in the United States that impacts all workers. Historical data in the U.S. show that people with disabilities are more likely than their peers without disabilities to drop out of the workforce during economic downturns and are less likely to recover employment after the recession ends. VR agencies work against societal assumptions to shift the understanding of what people with disabilities can do at the local and state level. Since the 1970s, the VR system has achieved employment and educational outcomes for millions of people with disabilities while partnering with tens of thousands of employers. This brief contributes to deepening the understanding of the disability population and how to continuously improve services to expand these accomplishments. All people with disabilities have the potential to work -- strengthening the VR system will help to ensure that the nation benefits from the knowledge, creativity, and contributions of the entire population.
The 2021 Youth Transition Report: Outcomes for Youth and Young Adults with Disabilities
Author: Cheng, L.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Disabilities,Educational Attainment,Employment Level,Poverty,Young Adults,Adolescents,High School Graduates,College Graduates,Unemployment,Students with Disabilities,Incidence,Postsecondary Education,Geographic Location,College Attendance,Graduation Rate,Out of School Youth

The 2021 Youth Transition Report underscores the persistent and pernicious gap between youth and young adults with disabilities and those without disabilities on measures of success in education, employment, opportunity, and poverty. While data and reports exist for the working-age adult population and children with disabilities, the Institute for Educational Leadership (IEL) recognized a lack of information specific to the youth and young adult population in the 14-24 age group. IEL's Youth Transition Report addresses this need by presenting an annual snapshot of the outcome gaps between youth and young adults with disabilities and those without disabilities, including those opportunity youth whom the education and workforce systems have not adequately served and supported. This report consists of the status of the selected population, education, employment, opportunity youth, and poverty indicators. This report includes the analysis of key educational and employment indicators for youth and young adults with and without disabilities at both national and state levels. [For the 2020 report, see ED615626.]
Recommendations for Building Community Online for Adult E-Learners
Author: Miller, Michael T.
Date: 2021-05-00
Type: Speeches/Meeting Papers
Subjects: Sense of Community,Adult Students,Electronic Learning,College Students,Cognitive Style,Online Courses,Best Practices

Adult learners have more options for enrolling in postsecondary education than ever before, and they are able to use their learning style preference in deciding which program best meets their needs. For some of these students, those programs are fully online, and for others, there is minimal use of technology. As technology grows and become more integrated into individual lives, the unique learning styles and preferences of adults need to learn to be incorporated into instructional design. Drawing on a regional sample of US colleges, 545 adult learners in a graduate programs were surveyed about how to effectively build community in their online classes. Results indicated some agreement with these instructional tools. Mature adult learners, however, were found to have stronger agreement with strategies that included work outside of the formal online class. These results suggest perhaps a greater comfort for adults in working in spaces where there is less likelihood of being judged or graded, and that they might value relational work with other students in different ways than younger adults.