ethanporcaro/eric-fulltext-meta huggingface dataset:
Office for Civil Rights Annual Report to Congress. Fiscal Year 2005
Author: Office for Civil Rights (ED)
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Civil Rights Legislation,Technical Assistance,Equal Education,Administrative Organization,Compliance (Legal),Vocational Education,Desegregation Plans,Improvement Programs,Institutional Research,Conflict Resolution,Arbitration,Court Litigation,Social Justice,Civil Rights,Accountability,School Safety,Investigations,Language Proficiency,English (Second Language),Reading Programs,Strategic Planning,Law Enforcement,Annual Reports

In this report, the Office for Civil Rights (OCR) provides a summary of its Fiscal Year 2005 accomplishments. Also, in recognition of its 25th anniversary, this report highlights some of the significant cases that OCR has resolved over the years. This report also includes a few quotations and case resolution stories from previous years to provide a flavor of the continuing nature of OCR's endeavors over the years, as well as information on OCR's substantive achievements in FY 2005 and the challenges facing the agency. Appendices include: (1) Offices and Addresses; (2) FY 2005 Complaint Receipts by OCR Enforcement Offices; (3) Sample of OCR Technical Assistance Publications Available at www.ed.gov/ocr. (Contains 3 figures and 5 footnotes.) [For the Fiscal Year 2004 report, see ED515975.]
Office for Civil Rights Annual Report to Congress. Fiscal Year 2004
Author: Office for Civil Rights (ED)
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Civil Rights,Racial Segregation,Civil Rights Legislation,Educational Discrimination,Educational Opportunities,Minority Groups,Annual Reports,Compliance (Legal),Strategic Planning,Administrative Policy,Federal Regulation,School Support,Vocational Education,Conflict Resolution,Court Litigation,Higher Education,Contracts,Accountability,School Safety,Improvement Programs,Reading Programs,Language Proficiency,Limited English Speaking,Technical Assistance,Investigations,Social Justice

2004 was a special year in America's longstanding efforts to provide equal educational opportunity for all people. It marked the 50th Anniversary of the U.S. Supreme Court's decision in &quot;Brown v. Board of Education&quot;, which declared racially segregated schools to be unconstitutional. 2004 also marked the 40th Anniversary of the &quot;Civil Rights Act of 1964&quot;, which prohibits racial and national origin discrimination by recipients of federal financial assistance, including educational institutions, and the 30th Anniversary of the U.S. Supreme Court's decision in &quot;Lau v. Nichols&quot;, which affirmed the educational rights of language minority students. These historic milestones helped bring about extraordinary achievements in efforts to eradicate racial segregation, eliminate educational discrimination, and ensure that all students have the opportunity to reach their full educational potential. This report, which covers the activities of the U.S. Department of Education's Office for Civil Rights (OCR) from Oct. 1, 2003, to Sept. 30, 2004, demonstrates how OCR's compliance program continues in the tradition of these civil rights legacies. From investigating the misidentification of minority students in special education, to ensuring accessibility of college campuses for students with disabilities, to facilitating access of women to equal academic and athletic opportunities, OCR has vigorously pursued its statutory civil rights enforcement responsibilities. Appendices include: (1) FY 2004 Complaint Receipts by OCR Enforcement Offices; and (2) Offices and Addresses. (Contains 3 figures and 5 footnotes.) [For the Fiscal Year 2003 report, see ED500826.]
Annual Report to Congress of the Office for Civil Rights. Fiscal Years 2007-08
Author: Office for Civil Rights (ED)
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Civil Rights,Civil Rights Legislation,Compliance (Legal),Technical Assistance,Annual Reports,Investigations,Federal Regulation,Improvement Programs,Administrative Organization,Accountability,Law Enforcement,Policy Formation,School Desegregation,Best Practices,Guidance Programs,Data Collection,Technology Integration,Human Capital,Money Management,Staff Development,Minority Groups,Vocational Education,Management Systems,Accessibility (for Disabled)

This paper is the Office for Civil Rights's (OCR's) "Annual Report to Congress" for fiscal years 2007 and 2008. This report details OCR's accomplishments in enforcing the civil rights laws under which OCR has been granted jurisdiction to address and remedy discrimination. These enforcement efforts include complaint investigation and resolution, compliance reviews and technical assistance, as well as regulatory and policy development. This report also highlights OCR's efforts to further improve enforcement capabilities by promoting management excellence. OCR continues to carry out its mission by seeking to meet the highest performance and quality standards. Appendices include: (1) Offices and Addresses; (2) FY 2008 Complaint Receipts, by Jurisdiction and OCR Enforcement Office; (3) FY 2007 Complaint Receipts, by Jurisdiction and OCR Enforcement Office; and (4) Sample of OCR Technical Assistance Publications Available at www.gov/ocr. (Contains 7 figures, 4 tables and 7 footnotes.) [For the Fiscal Year 2006 report, see ED500825.]
Annual Report to Congress of the Office for Civil Rights. Fiscal Year 2006
Author: Office for Civil Rights (ED)
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: Government Role,Annual Reports,Civil Rights,Access to Education,Educational Quality,Equal Education,Technical Assistance

This paper is the Office for Civil Rights' (OCR's) &quot;Annual Report to Congress&quot; for fiscal year 2006. In this report, OCR provides a summary of its substantive achievements in FY 2006. OCR's mission is to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights. This report details OCR's accomplishments in enforcing the civil rights laws under which OCR has been granted jurisdiction to address and remedy discrimination. These enforcement efforts include complaint investigation and resolution, and proactive enforcement through compliance reviews and technical assistance, as well as regulatory and policy development. This report also highlights OCR's efforts to improve its enforcement capabilities by promoting management excellence. Even in light of shrinking resources and increasing complaint receipts, OCR continues to accomplish its mission and meet the highest performance and quality standards. Appendices include: (1) Offices and Addresses; (2) FY 2006 Complaint Receipts, by Jurisdiction and OCR Enforcement Office; and (3) Sample of OCR Technical Assistance Publications Available at www.gov/ocr. (Contains 9 figures, 3 tables and 9 footnotes.) [For the Fiscal Year 2005 report, see ED494079.]
Parental Attitudes and the Effects of Ethnicity: How They Influence Children's Attitudes toward Science Education
Author: Alrehaly, Essa D.
Date: 2011-01-18
Type: Reports - Research
Subjects: Ethnicity,Student Attitudes,Parent Participation,Social Stratification,Parent School Relationship,Science Education,Racial Differences,Parent Attitudes,Intention,Cultural Influences,Social Influences,Achievement Gap,Whites,African Americans,Asian Americans,Chinese Americans,Hispanic Americans,Mexican Americans,Junior High School Students,High School Students

The purpose of this study was to explore the manner in which parents' attitudes toward science learning influences their children's attitudes and the effect of ethnicity on attitudes toward science learning. The results of this study show that parental attitudes toward science learning were influenced by both parents' early life experiences and their own early science learning experiences in school. Also in this study, even though the parents' attitudes, as seen across ethnicities, were found to be positive toward science learning, their attitudes failed to be transformed into serious actions taken to influence their children's attitudes toward science learning. In the absence of real parental involvement, parents' attitudes, displayed as beliefs and intentions, have been found to be of limited importance in influencing either student attitudes or attainments. Cultural, ethnic and social effects were found difficult to measure. In sum, this study concluded that there are three major factors that could heavily influence student academic success in science across cultures and ethnicities: (a) parental attitudes toward science education (b) parental involvement in science education and (c) parents' social stratification. Parents' subculture and social construction block or promote many opportunities for individual performance. (Contains 2 tables and 2 figures.)
Scientific Literacy: The Missing Ingredient. CenterView
Author: Center for the Future of Teaching and Learning
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: National Competency Tests,Scientific Literacy,Grade 12,Science Education,Grade 4,Grade 5,Science Achievement,Science Instruction,Science Teachers,Educational Policy,Teacher Education Programs,Public Opinion,Surveys,Standards

Students' academic success in science is widely seen by political and business leaders as key to the nation's economic rebirth and future competitiveness. President Obama has made clear his belief in the importance of scientific literacy by stating that &quot;our nation's long-term economic prosperity depends on providing a world-class education to all students, especially in mathematics and science.&quot; Here in California, strengthening education in science and related fields is seen similarly as critical to the state's future. An extensive report by the California Space Education and Workforce Institute labels education in science, technology engineering and mathematics the &quot;essential ingredient for California competitiveness.&quot; But given the newly released results of the National Assessment of Educational Progress (NAEP) examining student understanding of science, one has to wonder if science education isn't the missing ingredient in the fight to improve the public schools. The NAEP assessment results show that less than half of U.S. students are proficient in science. Just over one-fifth of 12th grade students (21%) perform at or above proficient levels. This issue of &quot;CenterView&quot; illustrates the large gap between the rhetoric touting the importance of science education and the realities of what is happening in schools in California and across the nation. These dismal scores should serve as a wake-up call that the need to strengthen science education is urgent and the time to act is now. One place to start is to boost enrollment in teacher preparation programs featuring science and to take specific steps to strengthen science teaching practice for those already in the classroom.
Due Diligence and the Evaluation of Teachers: A Review of the Value-Added Analysis Underlying the Effectiveness Rankings of Los Angeles Unified School District Teachers by the &quot;Los Angeles Times&quot;
Author: Briggs, Derek
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Statistical Analysis,Regression (Statistics),Validity,Computation,Teacher Evaluation,Elementary School Teachers,Teacher Effectiveness,Elementary School Students,Academic Achievement,Scores,Standardized Tests,School Districts,Urban Schools,Teacher Qualifications

On August 14, 2010, the &quot;Los Angeles Times&quot; published the results of a statistical analysis of student test data to provide information about elementary schools and teachers in the Los Angeles Unified School District (LAUSD). The analysis, covering the period from 2003 to 2009, was put forward as an evaluation of the effects of schools and their teachers on the performance of students taking the reading and math portions of the California Standardized Test. In Los Angeles, teachers were classified into one of five levels of &quot;effectiveness&quot; for their teaching in reading, math and a composite of the two. The decision by the &quot;L.A. Times&quot; to make these results publicly available at a dedicated web site, and to publish an extensive front page story that contrasted--by name--teachers who had been rated by their level of effectiveness was promptly criticized by many as a public &quot;shaming&quot; of teachers. The purpose of the present report is to evaluate the validity of the ratings themselves, not to weigh in on the wisdom of the decision by the &quot;L.A. Times&quot; to publish teacher effectiveness ratings. The value-added analysis of elementary school teachers in the LAUSD was conducted by Richard Buddin, a senior economist at the RAND Corporation. As part of his analysis, Buddin produced a white paper entitled &quot;How Effective are Los Angeles Elementary Teachers and Schools?&quot; The authors' first objective is to provide a critical review of the analysis and conclusions reached by Buddin. The authors conduct this review by evaluating whether the evidence presented in Buddin's white paper supports the high-stakes use of value-added estimates to classify teachers as effective or ineffective. They also attempt to replicate Buddin's empirical findings through an independent re-analysis of the same LAUSD data. Their second objective is to scrutinize a premise of Buddin's analysis that was unexamined in his white paper: that he has successfully isolated the effects of teachers on their students' achievement. To this end they present the results from the kind of &quot;sensitivity analysis&quot; that one should expect as due diligence any time a value-added model is being proposed as a principal means of evaluating teachers. They highlight especially those cases where the sensitivity analysis leads to substantively different inferences than those suggested on the basis of Buddin's white paper. Technical details is appended. (Contains 7 tables, 3 figures and 41 notes.)
Report to the President. Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future
Author: Executive Office of the President
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Federal Aid,Elementary Secondary Education,Engineering,Federal Government,Presidents,STEM Education,Science Education,Technology Education,Mathematics,Global Approach

In the fall of 2009, the President asked his President's Council of Advisors on Science and Technology (PCAST) to develop specific recommendations concerning the most important actions that the administration should take to ensure that the United States is a leader in STEM (science, technology, engineering, and mathematics) education in the coming decades. In responding to this charge, PCAST decided to focus initially on the K-12 level. This report examines the history of Federal support for STEM education and consider actions that the Federal Government should take with respect to improving leadership and coordination. Subsequent chapters discuss Standards and Assessments, Teachers, Technology, Students, and Schools. Many of the recommendations in this report can be carried out with existing Federal funding. Some of the recommendations could be funded in part through existing programs, although new authorities may be required in certain cases. Appendices include: (1) Experts Providing Input to PCAST; and (2) Acknowledgments. (Contains 11 boxes and 197 footnotes.)
Turning the Tide: Five Years of Achieving the Dream in Community Colleges
Author: Rutschow, Elizabeth Zachry
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Research Methodology,Program Descriptions,Student Characteristics,College Administration,Data Analysis,Student Records,Intervention,Community Colleges,Low Income,Academic Achievement,Measures (Individuals),Minority Group Students,Evidence,Data,Barriers,Outcomes of Education,Educational Improvement,Institutional Characteristics,Improvement Programs,Educational Strategies,Educational Trends,Program Evaluation,Surveys,Interviews,Organizational Culture,College Environment,Program Implementation

In 2004, Lumina Foundation for Education launched &quot;Achieving the Dream: Community Colleges Count,&quot; a national initiative aimed at improving success among community college students, particularly low-income students and students of color. Now encompassing more than 130 institutions in 24 states and the District of Columbia, Achieving the Dream helps community colleges build a &quot;culture of evidence&quot; by using student records and other data to examine students' performance over time and to identify barriers to academic progress. From there, community colleges are expected to develop intervention strategies designed to improve student outcomes; conduct further research on student progress; and bring effective programs to scale. As a result, it is anticipated that colleges will see measurable improvements over time in student outcomes, including increased progress through developmental education and college-level &quot;gatekeeper&quot; (introductory) courses, grades, persistence, and completion of credentials. This report examines the first 26 colleges to join Achieving the Dream in 2004 (known as the &quot;Round 1&quot; colleges), and tracks their progress through spring 2009. The key findings are: (1) Four out of five Round 1 colleges adopted practices associated with a moderate to strong culture of evidence; (2) Colleges that made the greatest strides shared several key characteristics; (3) Colleges instituted a wide range of strategies to improve student achievement, but a majority of them remained small in scale; (4) Achieving the Dream had an important influence on most colleges; and (5) Trends in student outcomes remained relatively unchanged, with a few exceptions. Appendices include: (1) Methodology for Survey of Faculty and Administrators at Achieving the Dream Colleges; and (2) Technical Appendix. Individual chapters contain footnotes. (Contains 11 tables, 29 figures, and 16 boxes.) [For the executive summary, see ED516015.]
Turning the Tide: Five Years of Achieving the Dream in Community Colleges. Executive Summary
Author: Rutschow, Elizabeth Zachry
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Student Records,Intervention,Community Colleges,Low Income,Academic Achievement,Measures (Individuals),Minority Group Students,Evidence,Data,Barriers,Outcomes of Education,Educational Improvement,Institutional Characteristics,Improvement Programs,Educational Strategies,Educational Trends,Program Evaluation,Surveys,Interviews,Organizational Culture,College Environment,Program Implementation

In 2004, Lumina Foundation for Education launched &quot;Achieving the Dream: Community Colleges Count,&quot; a national initiative aimed at improving success among community college students, particularly low-income students and students of color. Now encompassing more than 130 institutions in 24 states and the District of Columbia, Achieving the Dream helps community colleges build a &quot;culture of evidence&quot; by using student records and other data to examine students' performance over time and to identify barriers to academic progress. From there, community colleges are expected to develop intervention strategies designed to improve student outcomes; conduct further research on student progress; and bring effective programs to scale. As a result, it is anticipated that colleges will see measurable improvements over time in student outcomes, including increased progress through developmental education and college-level &quot;gatekeeper&quot; (introductory) courses, grades, persistence, and completion of credentials. This report examines the first 26 colleges to join Achieving the Dream in 2004 (known as the &quot;Round 1&quot; colleges), and tracks their progress through spring 2009. The key findings are: (1) Four out of five Round 1 colleges adopted practices associated with a moderate to strong culture of evidence; (2) Colleges that made the greatest strides shared several key characteristics; (3) Colleges instituted a wide range of strategies to improve student achievement, but a majority of them remained small in scale; (4) Achieving the Dream had an important influence on most colleges; and (5) Trends in student outcomes remained relatively unchanged, with a few exceptions. (Contains 1 figure, 2 tables, 1 box, and 3 footnotes.) [For the full report, see ED516014.]
What's New in Children's Literature for the Children of Louisiana? A Selected Annotated Bibliography with Readability Levels (Selected) and Associated Louisiana Content Standards
Author: Webre, Elizabeth C.
Date: 2011-02-08
Type: Reference Materials - Bibliographies
Subjects: Childrens Literature,Readability,Academic Standards,State Standards,Social Studies,Differences,Regional Characteristics,Cultural Differences,Human Resources,Natural Resources,State History,Alphabets,Numbers,Natural Disasters,Migration

An annotated list of children's books published within the last 15 years and related to Louisiana culture, environment, and economics are linked to the Louisiana Content Standards. Readability levels of selected books are included, providing guidance as to whether a book is appropriate for independent student use. The thirty-three books listed are categorized as either appropriate for grades K-5 or grades 6-8. Within each grade level listing, books are categorized according to related Louisiana social studies content standards. Annotations provide useful information regarding both general content and specific text content. Bulleted comments are included in some annotations to alert the teacher to interesting/useful specific content, inaccuracies/misinformation, or appropriateness of content for the intended grade levels. Books selected were those readily found in public libraries and in popular book stores in Louisiana, as well as newly published books publicized in regional newspapers. The list contains a wide variety of texts useful for whole class use and for student research.