ethanporcaro/eric-fulltext-meta huggingface dataset:
Colorado&apos;s Teacher Shortages: Attracting and Retaining Excellent Educators
Author: Cole, Cynthia
Date: 2017-12-01
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Persistence,Teacher Recruitment,Compensation (Remuneration),Alternative Teacher Certification,State Legislation,Financial Support,Grants,Faculty Development,Alignment (Education),School Districts,Teaching Conditions,Incentives

Teacher shortages in Colorado are statewide challenges that uniquely affect all areas of the state and; therefore, all residents to some degree. As a result, the challenge requires collective efforts and collaborative solutions. Accordingly, this strategic plan framework represents the outgrowth of the statewide collaborative strategic planning process implemented to address this growing concern. The strategic goals, objectives, and strategies were generated from stakeholders' input and perspectives shared: (1) at town hall meetings; (2) through online survey instrument results; and (3) via free-form email communications. Data was collected through thirteen town-hall meetings held throughout the state and via a targeted on-line survey. This plan is derived from what was heard in these town halls and informed by promising and best practices. The use of this mixed design approach proved to be beneficial as nearly 400 individuals participated in in-depth conversations regarding educator shortages, and more than 6,500 survey responses were collected from Coloradans. Using these data points, a series of ideas and options were developed to address the ongoing shortage of educators throughout Colorado. [This document was prepared in collaboration with Robert Mitchell and Katy Anthes.]
Annual Report on Concurrent Enrollment. 2014-2015 School Year
Author: Colorado Department of Higher Education
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,College Students,Colleges,Institutional Cooperation,Public Schools,Student Characteristics,School Districts,High Schools,Remedial Instruction,Vocational Education,Postsecondary Education,Career Education,Technical Education,Two Year Colleges,Partnerships in Education,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Influences

Pursuant to statute (C.R.S. §22-35-112), the Colorado Department of Higher Education (DHE) and the Colorado Department of Education (CDE) have prepared this report. The data in this report provide a descriptive summary of students in Colorado's public education system who participated in dual enrollment programs in the 2014-2015 academic year. This report summarizes: (1) the number of local education providers and institutions of higher education that have entered into cooperative agreements; (2) the number of public school students participating in Concurrent Enrollment, Accelerating Students through Concurrent ENrollmenT (ASCENT), and other dual enrollment programs; (3) demographic information of students that participated in Concurrent Enrollment; and (4) the total number and percentage of students that passed Concurrent Enrollment courses during the 2014-2015 school year. Data reported here are collected through the DHE Student Unit Record Data System (SURDS), unless otherwise noted. [For the 2013-2014 report, see ED580225.]
Annual Report on Concurrent Enrollment. 2015-2016 School Year
Author: Colorado Department of Higher Education
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,College Students,Colleges,Institutional Cooperation,Public Schools,Student Characteristics,School Districts,High Schools,Remedial Instruction,Vocational Education,Postsecondary Education,Career Education,Technical Education,Two Year Colleges,Partnerships in Education,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Influences

Pursuant to statute (C.R.S. §22-35-112), the Colorado Department of Higher Education (DHE) and the Colorado Department of Education (CDE) have prepared this report. Data in this report provide a descriptive summary of students in Colorado's public education system who participated in dual enrollment programs in the 2015-2016 academic year. This report summarizes: (1) the number of local education providers and institutions of higher education that have entered into cooperative agreements; (2) the number of public school students participating in Concurrent Enrollment, Accelerating Students through Concurrent ENrollmenT (ASCENT), and other dual enrollment programs; (3) demographic information of students that participated in Concurrent Enrollment; and (4) the total number and percentage of students that passed Concurrent Enrollment courses during the 2015-2016 school year. Data reported here are collected through the DHE Student Unit Record Data System (SURDS), unless otherwise noted. [For the 2014-2015 report, see ED586423.]
Creating Safe School Environments in Colorado
Author: Colorado Children's Campaign
Date: 2018-04-18
Type: Reports - Descriptive
Subjects: School Safety,Violence,Prevention,Risk Management,Mental Health,Health Services,Behavior Modification,Intervention,Educational Environment,Positive Behavior Supports,School Security,Discipline,Conflict

U.S. policymakers, educators and advocates have identified a need to increase school safety following several high-profile incidents of school violence. Some of the proposed solutions are not supported by evidence of their effectiveness. In the 2018-2019 budget process, both the Colorado State House and Senate amended the budget to address school safety with an additional $35 million in one-time funding. The Colorado Children's Campaign compiled research on effective ways to create safer school environments. Findings show that school violence prevention strategies that have been shown to mitigate violence risk factors and/or strengthen protective factors among students require long-term investments. These prevention strategies focus on: (1) In-school mental health services and behavioral interventions; (2) Positive school climate; (3) Positive behavior supports; and (4) Threat assessment processes.
Annual Report on Concurrent Enrollment. 2016-2017 Academic Year
Author: Colorado Department of Higher Education
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,College Students,Colleges,Institutional Cooperation,Public Schools,Student Characteristics,School Districts,High Schools,Remedial Instruction,Vocational Education,Postsecondary Education,Career Education,Technical Education,Two Year Colleges,Partnerships in Education,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Influences

The Colorado Department of Higher Education (DHE) and the Colorado Department of Education (CDE) have prepared this report pursuant to statute (C.R.S. §22-35-112). The data, collected through the DHE Student Unit Record Data System (SURDS) unless noted otherwise, provide a descriptive summary of students in Colorado's public education system who participated in dual enrollment programs in the 2016-2017 Academic Year. This report summarizes: (1) the number of Local Education Providers (LEPs) and institutions of higher education that have entered into cooperative agreements; (2) the number of public school students participating in Concurrent Enrollment, Accelerating Students through Concurrent ENrollmenT Program (ASCENT), and other dual enrollment programs; (3) demographic information of students who participated in Concurrent Enrollment; and (4) the total number and percentage of students who passed Concurrent Enrollment courses during the 2016-2017 Academic Year. [For the 2015-2016 report, see ED586424.]
Aligning Networks to Enable Every Student to Thrive
Author: Coalition for Community Schools
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Equal Education,Networks,Partnerships in Education,Public Education,Community Involvement,Success,Trust (Psychology),Cooperation,Accountability,Educational Quality,At Risk Students,Student Needs,Elementary Secondary Education

In hundreds of communities all across the country, three nonprofit networks--The Coalition for Community Schools, Communities In Schools, and StriveTogether--have been making measurable progress toward educational equity. Now they come together to say explicitly that they can achieve their shared goals more effectively if they align their assets and expertise across networks, school districts, and communities. Their unifying concept is that public education systems and entire communities must be designed around supporting the success of children. As they move toward this unifying concept of student-centered education, five principles will drive their work: (1) Trusting relationships; (2) Cross-sector partnerships; (3) Purposeful engagement; (4) Actionable data; and (5) Shared accountability.
Legislative Report on Developmental Education for the High School Class of 2016
Author: Colorado Department of Higher Education
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: High School Students,Developmental Studies Programs,Outcomes of Education,Enrollment Rate,Costs,Educational Change,Profiles,Gender Differences,Racial Differences,Student Placement,Remedial Mathematics,Writing Instruction,Remedial Reading,English Instruction,College Freshmen,School Holding Power,School Districts

This report provides data on the effects of developmental education on students at Colorado's public higher education institutions and aims to inform the ongoing dialogue regarding preparation for college. Specifically, it documents the data gathered by the Colorado Department of Higher Education (DHE) on students from the Colorado High School Class of 2016 who participated in development education during the 2016-2017 Academic Year (Summer and Fall 2016 and Spring 2017). The report is submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee (JBC), the Colorado Department of Education (CDE), and each Colorado public school district superintendent. This report summarizes the current developmental education landscape for the Colorado High School Class of 2016, including their enrollment rates and outcomes in developmental education courses and the student and state costs of providing developmental education courses. The report also summarizes reforms to Colorado's traditional developmental education system as well as a number of initiatives across the state targeted at reducing students' need for developmental education courses and decreasing the amount of time they spend taking these classes.
Am I Wrong or Am I Right? Gains in Monitoring Accuracy in an Intelligent Tutoring System for Writing
Author: Allen, Laura K.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Self Evaluation (Individuals),Accuracy,Essays,Scores,Writing Strategies,Writing Instruction,Educational Technology,Technology Uses in Education,Educational Games,Drills (Practice),Feedback (Response),High School Students

We investigated whether students increased their self-assessment accuracy and essay scores over the course of an intervention with a writing strategy intelligent tutoring system, [Writing Pal] (W-Pal). Results indicate that students were able to learn from W-Pal, and that the combination of strategy instruction, game-based practice, and holistic essay-based practice led to equivalent gains in self-assessment accuracy compared to heavier doses of deliberate writing practice (offering twice the amount of system feedback).
Predicting Misalignment between Teachers&apos; and Students&apos; Essay Scores Using Natural Language Processing Tools
Author: Allen, Laura K.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Essays,Scores,Natural Language Processing,Interrater Reliability,Accuracy,Self Evaluation (Individuals),Language Styles,High School Students,Grade 10,Secondary School Teachers,Differences,Writing Evaluation,College Entrance Examinations

We investigated linguistic factors that relate to misalignment between students' and teachers' ratings of essay quality. Students (n = 126) wrote essays and rated the quality of their work. Teachers then provided their own ratings of the essays. Results revealed that students who were less accurate in their self-assessments produced essays that were more causal, contained less meaningful words, and had less argument overlap between sentences.
Linguistic Signatures of Cognitive Processes during Writing
Author: Allen, Laura K.
Date: 2016-00-00
Type: Reports - Research
Subjects: Cognitive Processes,Writing (Composition),Short Term Memory,Writing Ability,Undergraduate Students,Essays,Cognitive Tests,Language Styles,Natural Language Processing,Automation,Inferences

The relationship between working memory capacity and writing ability was examined via a linguistic analysis of student essays. Undergraduate students (n = 108) wrote timed, prompt-based essays and completed a battery of cognitive assessments. The surface- and discourse-level linguistic features of students' essays were then analyzed using natural language processing tools. The results indicated that WM capacity was related to surface-level, but not discourse-level features of student essays. Additionally, the results suggest that these relationships were attenuated for students with high inferencing skills, as opposed to those with lower inferencing skills. [This paper was published in the Proceedings of the 38th Annual Meeting of the Cognitive Science Society 2016, p2483-2488.]
2017 Legislative Report on the Postsecondary Progress and Success of High School Graduates
Author: Colorado Department of Higher Education
Date: 2017-03-03
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Postsecondary Education,College Readiness,Career Readiness,Enrollment Trends,Higher Education,In State Students,Out of State Students,Ethnicity,Racial Differences,Gender Differences,College Freshmen,Student Financial Aid,Grade Point Average,College Credits,Academic Degrees,College Students,Academic Persistence,Credentials,School Districts,Two Year Colleges,Grants,School Holding Power

Pursuant to statute (23-1-113 [9] C.R.S), the Colorado Department of Higher Education (CDHE) is required to submit a report concerning the postsecondary academic progress and success of the preceding high school graduating classes. The Colorado Department of Higher Education and the Colorado Department of Education have collaborated to provide this information with the intent that high schools and colleges can use these data to better evaluate their programs and policies and so that the state can better align the K-12 and higher education systems. This work is a part of the ongoing implementation of the Colorado Achievement Plan for Kids (CAP4K), which includes a series of initiatives aimed at ensuring that all students are prepared to move seamlessly from high school into higher education and then into the workforce. This report covers the high school graduating classes of 2009 through 2015. This report has been submitted to the Education Committees of the Senate and House of Representatives and to the State Board of Education. This report, the sixth of its kind, consists of four parts: (1) Postsecondary enrollment trends, including information on in-state and out-of-state enrollment and institution type, disaggregated by ethnicity and gender; (2) Information on first-year college students in Colorado, including financial aid status, average grade point average, credit accumulation and degree level, disaggregated by ethnicity and gender; (3) First and second year retention rates; and (4) Information on postsecondary credential attainment. [For the 2016 report, see ED572285.]
Using Multi-Level Models to Assess Data from an Intelligent Tutoring System
Author: Weston, Jennifer L.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Hierarchical Linear Modeling,Correlation,Writing Instruction,High School Students,Individual Differences,Scores,Essays

Intelligent tutoring systems yield data with many properties that render it potentially ideal to examine using multi-level models (MLM). Repeated observations with dependencies may be optimally examined using MLM because it can account for deviations from normality. This paper examines the applicability of MLM to data from the intelligent tutoring system Writing-Pal using intraclass correlations. Further analyses were completed to assess the impact of individual differences on daily essay scores along with the differential impact of daily vs. mean attitudinal ratings. [This article was published in the proceedings of the 6th International Conference on Educational Data Mining 2013.]
2018 Legislative Report on the Postsecondary Progress and Success of High School Graduates
Author: Colorado Department of Higher Education
Date: 2018-03-02
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Postsecondary Education,College Readiness,Career Readiness,Enrollment Trends,Higher Education,In State Students,Out of State Students,Ethnicity,Racial Differences,Gender Differences,College Freshmen,Student Financial Aid,Grade Point Average,College Credits,Academic Degrees,College Students,Academic Persistence,Credentials,School Districts,Two Year Colleges,Grants,School Holding Power

Pursuant to statute (23-1-113 [9] C.R.S), the Colorado Department of Higher Education (CDHE) is required to submit a report on the academic progress and success of the preceding high school graduating classes. The Colorado Department of Higher Education and the Colorado Department of Education have collaborated to provide this information with the intent that high schools and colleges can use these data to better evaluate their programs and policies and so that the state can better align the K-12 and higher education systems. This report covers the high school graduating classes of 2009 through 2016 and has been submitted to the Education Committees of the Senate and House of Representatives and to the State Board of Education. The findings of this report track progress and identify promising strategies toward meeting statewide goals. The report consists of three parts: (1) Postsecondary enrollment trends, including information on in-state and out-of-state enrollment and institution type; (2) Information on first-year college students in Colorado, including financial aid status, average grade point average (GPA) and credit accumulation; and (3) Progress toward a credential, including degree level, first-year retention and postsecondary credential completion. All data are broken out by gender and race ethnicity. [For the 2017 report, see ED586434.]
Toward Revision-Sensitive Feedback in Automated Writing Evaluation
Author: Allen, Laura K.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Revision (Written Composition),Automation,Writing Evaluation,Feedback (Response),High School Students,Intelligent Tutoring Systems,Documentation,Writing (Composition),Identification

Revising is an essential writing process yet automated writing evaluation systems tend to give feedback on discrete essay drafts rather than changes across drafts. We explore the feasibility of automated revision detection and its potential to guide feedback. Relationships between revising behaviors and linguistic features of students' essays are discussed. [This paper was published in the Proceedings of the 9th International Conference on Educational Data Mining 2016, p628-629.]
The Importance of Grammar and Mechanics in Writing Assessment and Instruction: Evidence from Data Mining
Author: Allen, Laura
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Grammar,Writing Evaluation,Writing Instruction,Essays,High School Students,Error Patterns,Scores,Intelligent Tutoring Systems,Feedback (Response),Expertise,Holistic Approach

The current study examined relationships between expert human judgments of text quality and grammar and mechanical errors in student writing. A corpus of essays (N = 100) written by high school students in the W-Pal system was collected, coded for grammar and mechanical errors, and scored by expert human raters. Results revealed weak relations between grammar errors and holistic essay scores and stronger relations between mechanics and holistic essay scores. Implications for essay scoring algorithms and providing feedback to writers are discussed. [This paper was published in &quot;Proceedings of the 7th International Conference on Educational Data Mining&quot; p300-303.]
Innovative Staffing to Personalize Learning: How New Teaching Roles and Blended Learning Help Students Succeed
Author: Barrett, Sharon Kebschull
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Student Centered Learning,Blended Learning,Teacher Role,Innovation,Educational Quality,Teacher Competencies,Teamwork,Teacher Collaboration,Coaching (Performance),Fellowships,Faculty Development,Elementary Secondary Education,Charter Schools,Public Schools,Private Schools,Teacher Distribution

Research demonstrates that student-centered teaching strategies (tutoring, small-group learning, mastery-based learning, and individualized instruction) can help students excel. Many schools have turned to blended learning--integrating online learning into brick-and-mortar schools--to help implement these strategies sustainably and effectively. This paper examines how eight pioneering district, charter, and private schools and school networks with notable student success adopted blended learning and new staffing arrangements to better enable personalized instruction. Blended learning gave teachers more real-time student learning data so that schools could frequently regroup students, quickly respond to struggling students, and help teachers improve by pinpointing instructional planning and professional development issues. At the same time, innovative staffing arrangements helped the schools personalize learning by providing more students with great teaching. Key elements of these innovative staffing models included: (1) New roles for educators, often as part of a career path allowing development and support; (2) Intensive collaboration on small teaching teams; (3) Cultures of intensive coaching; and (4) Paid fellowships and residencies that enabled schools to train their own teachers.