ethanporcaro/eric-fulltext-meta huggingface dataset:
Guidance on Safety Expectations and Best Practices for Kentucky Schools (K-12). Interim Guidance
Author: Kentucky Department of Education
Date: 2021-03-31
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,School Safety,Best Practices,Health Promotion,Public Health,Space Utilization,Hygiene,School Policy,Screening Tests,Educational Environment,Disease Control,School Closing,Elementary Secondary Education

The COVID-19 pandemic is a public health emergency that has spread across Kentucky affecting all age groups. Scientific knowledge about this novel virus continues to evolve. The following guidelines are based upon what is known about mitigating risks of transmission across the Commonwealth to protect all populations. Protecting students and staff at educational facilities is necessary to reduce the spread in this environment and limit the community spread of COVID-19. These safety expectations were written with input from the Education Continuation Task Force as well as the Governor's Office, Department for Public Health, Kentucky Department of Education, the Cabinet of Education and Workforce Development and the Cabinet for Health and Family Services. Practices listed in this document are divided into safety expectations that must be implemented by schools as determined by the Kentucky Department for Public Health and the U.S. Centers for Disease Control and Prevention (CDC). Best practices are additional strategies that schools may choose to follow in order to optimize the safety of students and staff. The following safety expectations are fully explained in this guide: (1) social distancing; (2) cloth face coverings, school health policies, and personal protective equipment; (3) screening and school exclusion; (4) sanitation and environmental factors; and (5) contact tracing. Each of these sections include a detailed list of safety expectations and best practices followed by an at-a-glance overview for younger users. [This report was co-produced by Kentucky Public Health and the Kentucky Education &amp; Workforce Development Cabinet. For a companion report, see ED611964.]
2018-2019 Annual Public Education Perceptions Poll: Taking the Pulse of Public Opinion in Duval County
Author: Jacksonville Public Education Fund (JPEF)
Date: 2019-02-00
Type: Reports - Research
Subjects: Public Opinion,Community Surveys,Public Education,Educational Attitudes,Educational Quality,School Choice,Teacher Effectiveness,School Taxes,Public Schools,School Effectiveness,Educational Improvement,Educational Attainment,Elementary Secondary Education

In a series of new questions in this year's poll, conducted November 26 to November 30, 2018, Jacksonville community members shared their views on what makes a high quality school. Participants said teachers and parents have a greater impact on school quality than system leaders or community groups; in essence, the closer you are to the student, the greater impact you have in the student's educational experience. Key findings include: (1) Participants said teachers, parents and school leaders were the three most important factors for school quality; (2) When determining a school's quality, participants said students' preparation for the next grade level (54.8 percent) and achievement regardless of race and income (22.5 percent) were more important than students' scores on state tests; (3) The community continues to say they value the work of teachers: When choosing a school, participants said its reputation for good teachers was the most important factor in their decision, even more than the school's grade; and (4) As in years past, most participants (70 percent) said they would support a small tax increase to benefit public schools. [This survey was conducted by the Public Opinion Research Lab (PORL) at the University of North Florida (UNF).]
Does the State Have a Scholarship Tax Credit Program? 50-State Comparison: Scholarship Tax Credits
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Scholarships,Tax Credits,School Choice,Private Schools,Tuition,Low Income Students,At Risk Students

Scholarship tax credit programs provide a tax credit to businesses and individual taxpayers for donating funds to scholarship granting organizations. Nonprofit organizations manage and distribute donated funds in the form of private school tuition scholarships to eligible students. There are currently 24 scholarship tax credit programs in 19 states. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document answers the following question: Does the state have a scholarship tax credit program? [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Program Name. 50-State Comparison: Scholarship Tax Credits
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Scholarships,Tax Credits,School Choice,Private Schools,Tuition,At Risk Students,Donors

Scholarship tax credit programs provide a tax credit to businesses and individual taxpayers for donating funds to scholarship granting organizations. Nonprofit organizations manage and distribute donated funds in the form of private school tuition scholarships to eligible students. There are currently 24 scholarship tax credit programs in 19 states. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. This document provides the program names for the 19 states with scholarship tax credit programs. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Student Eligibility Requirements: Primary Requirements. 50-State Comparison: Scholarship Tax Credits
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Tax Credits,Scholarships,Eligibility,School Choice,Private Schools,Tuition,At Risk Students,Elementary Secondary Education,Low Income Students,Special Needs Students

Scholarship tax credit programs provide a tax credit to businesses and individual taxpayers for donating funds to scholarship granting organizations. Nonprofit organizations manage and distribute donated funds in the form of private school tuition scholarships to eligible students. There are currently 24 scholarship tax credit programs in 19 states. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. This document shows the eligibility requirements for scholarship tax credit programs and the number of states that have them. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
2021 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2021-03-11
Type: Reports - Research
Subjects: Higher Education,Enrollment Trends,Public Colleges,Private Colleges,College Freshmen,Academic Degrees,High School Graduates,Graduation Rate,Racial Differences,Ethnicity,Public Schools,Geographic Regions,Gender Differences,College Readiness,College Entrance Examinations,Core Curriculum,Academic Persistence,In State Students,Out of State Students,College Attendance,Migration,Student Financial Aid,Grants,Educational Legislation,Federal Legislation,Socioeconomic Status,Scholarships,College Transfer Students,Age Differences,Educational Attainment,Adult Students,Hispanic American Students,White Students,African American Students,Asian American Students,American Indian Students,Pacific Islanders

This report provides detailed analysis of Nebraska's progress toward increasing its educational attainment. It provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who persist and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This summary highlights the comparative analysis used to measure and evaluate performance with respect to each priority. Throughout this analysis, the latest available statistics are analyzed in the context of 10-year trends. [For the &quot;2020 Nebraska Higher Education Progress Report,&quot; see ED604667.]
Student Eligibility Requirement: Previous Public School Attendance. 50-State Comparison: Scholarship Tax Credits
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Tax Credits,Scholarships,School Choice,Tuition,Public Schools,Eligibility,Elementary Secondary Education,At Risk Students,Low Income Students

Scholarship tax credit programs provide a tax credit to businesses and individual taxpayers for donating funds to scholarship granting organizations. Nonprofit organizations manage and distribute donated funds in the form of private school tuition scholarships to eligible students. There are currently 24 scholarship tax credit programs in 19 states. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. This document shows if the states with scholarship tax credit programs require previous public school attendance for student eligibility in the program. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Enrollment Limits. 50-State Comparison: Scholarship Tax Credits
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Tax Credits,Scholarships,School Choice,Private Schools,Tuition,Enrollment,At Risk Students

Scholarship tax credit programs provide a tax credit to businesses and individual taxpayers for donating funds to scholarship granting organizations. Nonprofit organizations manage and distribute donated funds in the form of private school tuition scholarships to eligible students. There are currently 24 scholarship tax credit programs in 19 states. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. This document shows shows the enrollment limits, if any, for the states with scholarship tax credit programs. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Tax Credit Limit. 50-State Comparison: Scholarship Tax Credits
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Scholarships,Tax Credits,Tuition,Private Schools,School Choice,Donors

Scholarship tax credit programs provide a tax credit to businesses and individual taxpayers for donating funds to scholarship granting organizations. Nonprofit organizations manage and distribute donated funds in the form of private school tuition scholarships to eligible students. There are currently 24 scholarship tax credit programs in 19 states. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. This document shows shows the tax credit limit for the states with scholarship tax credit programs. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Scholarship Amount. 50-State Comparison: Scholarship Tax Credits
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Scholarships,Tax Credits,School Choice,Private Schools,Tuition,At Risk Students,Students with Disabilities,Low Income Students,Resource Allocation,Expenditure per Student,Elementary Secondary Education

Scholarship tax credit programs provide a tax credit to businesses and individual taxpayers for donating funds to scholarship granting organizations. Nonprofit organizations manage and distribute donated funds in the form of private school tuition scholarships to eligible students. There are currently 24 scholarship tax credit programs in 19 states. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. This document shows shows the scholarship amount for the states with scholarship tax credit programs. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
All Data Points for All States. 50-State Comparison: Scholarship Tax Credits
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Scholarships,Tax Credits,Tuition,School Choice,Private Schools,Eligibility,Public Schools,Enrollment,Expenditure per Student,Resource Allocation,Elementary Secondary Education,Donors

Scholarship tax credit programs provide a tax credit to businesses and individual taxpayers for donating funds to scholarship granting organizations. Nonprofit organizations manage and distribute donated funds in the form of private school tuition scholarships to eligible students. There are currently 24 scholarship tax credit programs in 19 states. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. This document presents data on all of the data points on scholarship tax credit programs for all states. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
School-Based Decision Making Handbook. Updated
Author: Kentucky Department of Education
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Guides,Decision Making,School Law,Best Practices,Academic Achievement,Achievement Gap,School Councils,Elections,School Policy,Meetings,Boards of Education,Budgets,Resource Allocation,Principals,Personnel Selection,Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Family School Relationship,School Community Relationship,Mass Media,Elementary Secondary Education

The purpose of this handbook is to provide detailed information regarding school-based decision making (SBDM) processes, laws, and best practices. Topics covered include the following: (1) School-based Decision Making Statute: KRS 160.345; (2) Achievement Gaps and Planning Requirements; (3) Other Kentucky Statutes Related to School Council Work; (4) Bylaws and Policies; (5) Open Record and Open Meetings; (6) Consensus Decision Making; (7) School Council Elections and Requirements for School Council Member Annual Training; (8) Roles for School-based Decision Making Shareholders; (9) School Councils and Committees; (10) School Councils and Boards of Education; (11) Personnel, Staffing Allocations, and Budgets; (12) Principal Selection Overview; (13) Minority Educator Recruitment and Retention; and (14) Communicating with Families, the Community, and the Media.
Principles of Equitable Schools in the Context of COVID-19
Author: The Center for Learner Equity
Date: 2020-06-21
Type: Reports - Descriptive
Subjects: Educational Principles,Equal Education,Standards,COVID-19,Pandemics,Students with Disabilities,Educational Legislation,Federal Legislation,Educational Planning,Decision Making,Access to Education,Inclusion,Educational Quality,Partnerships in Education,Accountability,Institutional Autonomy,Educational Resources

Schools across the country are making plans for how to approach education in various combinations of distance and in-person learning for the foreseeable future given the realities of COVID-19. It is vitally important that equity for all students, including those with disabilities, is prioritized and planned for. The Individuals with Disabilities Education Act (IDEA) requires states, districts, and schools to continue to meet their obligation to provide a free appropriate public education to students with disabilities and that parents maintain their right to be involved in all educational decisions. The original Principles of Equitable Schools, published in 2018, established a set of principles to serve as a standard by which public school options should be assessed by families, policymakers, and other stakeholders. Rather than putting their commitment to equity aside, now is the time for schools to rise to the challenge of putting equity at the forefront of decision-making and planning through close examination of how their plans for educating students in the context of COVID-19 measure up against these principles. The original Principles of Equitable Schools are: (1) Accessibility; (2) Inclusion; (3) Quality; (4) Collaboration; (5) Accountability; (6) Autonomy and Flexibility; and (7) Resources. This report expands on how these principles can and must be applied and expanded in the context of COVID-19. [For &quot;Principles of Equitable Schools,&quot; see ED612016.]
Building a School Culture That Supports Teacher Leadership: Advice from Teachers and Principals
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: School Culture,Teacher Leadership,Leadership Role,Definitions,Institutional Characteristics,Collegiality,Problem Solving,Trust (Psychology),Organizational Communication,Leadership Qualities

Having a great teacher in every classroom is the collective goal and teacher leadership roles help to reach that goal in several ways. First, teacher leadership roles provide a needed platform for teachers to share what they are best at. This could include opening their doors to colleagues, serving as coaches or peer evaluators, sharing curriculum, or leading teacher teams. Teacher leadership roles can be a lever for smart retention -- offering teachers a way to expand their skills and take on new challenges that help them continue to grow professionally while remaining in the classroom. And, teacher leadership promotes a school climate built on collective responsibility for all students to succeed, where administrators and teachers work together to make decisions that are best for students. Teacher leadership structures, however, are only as good as their implementation. Success depends on many &quot;intangibles&quot; -- the types of things that policy briefs don't usually address. The focus here is on cultivating school cultures that support teacher leadership and help it flourish. This document is a compilation of experiences and recommendations, and is intended for teachers and school leaders who share a passion for this important topic.
Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 1. REL 2021-080
Author: Bailey, Jessica
Date: 2021-04-00
Type: Guides - General
Subjects: Faculty Mobility,Teacher Persistence,Educational Research,Research Methodology,Data Analysis,Computation,Public School Teachers,Elementary Secondary Education

This applied research methods report is a guide for state and local education agency policymakers and their analysts who are interested in studying teacher mobility and retention. This report provides the foundational information needed to answer policy-relevant research questions related to teacher mobility and retention and presents the decision points and steps necessary for conducting basic mobility and retention analyses. [For &quot;Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 2,&quot; see ED612003.]
Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 2. REL 2021-081
Author: Hanita, Makoto
Date: 2021-04-00
Type: Guides - General
Subjects: Faculty Mobility,Teacher Persistence,Educational Research,Research Methodology,Public School Teachers,Elementary Secondary Education,Data Interpretation,Institutional Characteristics,Trend Analysis,Comparative Analysis,Educational Policy,Data Analysis,Regression (Statistics),Program Implementation

This applied research methods report is a guide for state and local education agency policymakers and their analysts who are interested in studying teacher mobility and retention. This report is the second in a two-part set and builds on the foundational information in report 1. This report presents guidance on how to interpret differences in mobility and retention rates by teacher, school, or district characteristics; analyze year-to-year trends in mobility and retention; compare mobility and retention rates across districts or states; and examine how the implementation of a policy related to teachers might be associated with teacher mobility or retention. [For &quot;Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 1,&quot; see ED612002.]
Analysis of Students&apos; Speaking Ability in Video Project at STKIP Muhammadiyah Muara Bungo
Author: Savitri, Diah
Date: 2021-00-00
Type: Reports - Research
Subjects: Video Technology,Speech Communication,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Scoring Rubrics,Undergraduate Students,Language Proficiency,Grammar,Teaching Methods,Scores,Achievement Gains,Pronunciation,Foreign Countries

The current advancement of vlogs in YouTube channel has challenged lecturers to make use of its potential for students' speaking enhancement. This research was aimed to investigate students' speaking ability seen from their video projects. These video projects were vlogs made by the first semester students of English language education department academic year 2019/2020 of STKIP Muhammadiyah Muara Bungo as the assignment in Basic Spoken English class. Descriptive quantitative research was used in order to investigate the improvement of students' speaking ability. There were 27 vlogs that became the data for this research. They were from three different assignments from nine students who were categorized from three different level of English proficiency (high, average, and low). Scoring rubric for speaking proposed by Brown and Abeywickrama was used. The result showed that the students spoke confidently. However, their speaking ability was varied; some students had an improvement whereas others did not. Mastering grammar and vocabulary became the most influencing factors in the improvement of the speaking ability based on the data gathered. It means that the use of vlog as the video project assignment is more effective if the students master in grammar as well as/and have enough vocabulary related to the topic discussed, so that their speaking ability improves. [This paper was published in &quot;Advances in Social Science, Education and Humanities Research, Volume 539&quot; (p47-50). Atlantis Press, 2021.]