ethanporcaro/eric-fulltext-meta huggingface dataset:
The Condition of Education in Ohio, 2004
Author: Ohio Department of Education
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Academic Achievement,Educational Indicators,Kindergarten,Politics of Education,Accountability,Public Education,Student Characteristics,School Readiness,College Preparation,Educational Improvement,Instructional Improvement,Improvement Programs,State Action,Educational Assessment,Private Education,Educational Development,Educational Change,Change Strategies,Enrollment Trends,Achievement Gap,Graduation Rate,School Demography

This first annual report on the &quot;Condition of Education in Ohio 2004&quot; provides in-depth data about the students who are served by Ohio's elementary and secondary educational system and how well they are performing. This report provides educators, policymakers and researchers with a comprehensive picture of Ohio's kindergarten through grade 12 system. By openly sharing this data, the Ohio Department of Education and the State Board of Education hope to inform state and local discussions about the policies, programs and practices that influence teaching and learning. In particular, this report focuses on the results attained by Ohio's public school students. Ohio's social and economic future depends upon the state's capacity to provide a high-quality of public education to all of its citizens. It advances the discussion of student achievement in Ohio by sharing information about the students served, indicators of their academic performances, and information about the strategies employed through statewide policies, programs and practices. The first section, &quot;Who Is Being Served by Public Education in Ohio?&quot;, examines student populations in Ohio's public and private schools. The second section, &quot;How Well Are Ohio Students Achieving?&quot;, provides a wealth of information about student achievement in Ohio. This section is followed by, &quot;Are Ohio's Students Ready for College?&quot;, which focuses on how well Ohio prepares students for higher education and careers. The fourth and final section, &quot;How Is Ohio Supporting Improvement in Teaching and Learning?&quot;, centers on the programs and support that Ohio is implementing to positively affect student performance, especially the accountability system as a tool for focusing on improved teaching and learning. (Contains 23 tables, 88 figures, 7 resources, and a glossary.)
Target Areas for Enhanced Research Funding and Milestones toward an Improved National Ranking
Author: New Jersey Commission on Higher Education
Date: 2005-01-21
Type: Reports - General
Subjects: Higher Education,Institutional Research,Research Administration,Research Needs,Research Opportunities,Research and Development,Financial Support,Educational Finance,Educational Quality,Research Proposals,National Security,Biomedicine,Biotechnology,Information Technology,Scientific Research,Strategic Planning

The quality of institutional research, particularly at New Jersey's research universities, is critical to the competitiveness of both the institutions and the state. Strategic efforts to enhance the quality of research, expand the boundaries of knowledge, and increase the amount of research funding for colleges and universities in the state are essential for New Jersey to maintain a competitive economy and improve quality of life. This document reviews five broad areas of research that are recommended as targets that represent particularly strong opportunities for increased funding for New Jersey. The five research areas are: (1) Stem Cell Research; (2) Biomedically Related Nanoscience; (3) Homeland Security; (4) Advanced Imaging Technology; and (5) Genomics/bioinformatics. These five targeted research areas are summarized in this document, with an explanation about opportunity, research focus, and current assets in the specific target areas or a limitation of targets over time. These five areas provide a strong initial focus with potential to greatly increase the amount of federal and other research dollars for higher education in New Jersey.
The Challenge of System-Building in the After-School Field: Lessons from Experience. Discussion Paper
Author: Halpern, Robert
Date: 2003-10-00
Type: Opinion Papers
Subjects: After School Programs,After School Education,Systems Building,Facilities,Educational Facilities Planning,Buildings,Urban Areas,Urban Schools,Facility Planning,Urban Planning

If the world of after-school programs is to be made more coherent, that process will occur mostly (and is being attempted mostly) at the city level. This brief document analyzes the tasks, questions, and challenges associated with what can be described as system-building in the after-school field, focusing on city level efforts. [This report was produced by the National Institute on Out-of-School Time for CityWorks. Additional support for this publication was provided by the Robert Bowne Foundation.]
Building Organization Capacity for a Focus on Youth Development. Promising Practices in Citywide Afterschool Initiatives
Author: Wellesley College, National Institute on Out-of-School Time
Date: 2004-06-00
Type: Reports - Descriptive
Subjects: Youth Programs,Program Improvement,Program Effectiveness,After School Programs,Youth,Youth Agencies,Community Involvement,Community Programs,Community Organizations,Participation,Surveys,Community Cooperation,Case Studies

Community Network for Youth Development (CNYD) has served the San Francisco Bay Area for the past twelve years as a youth development intermediary organization offering support, training, and capacity building resources to youth-serving organizations and programs. This report discusses CNYD's capacity-building approach. CNYD has developed a holistic and effective approach to capacity building with the goal of transforming organizations that have historically been serving youth in the community into &quot;youth development organizations.&quot; There are four keys to CNYD's capacity building approach: (1) Adoption of a comprehensive &quot;youth development framework&quot; and translation of that framework into practical tools for practitioners; (2) Creation of learning communities within organizations that involve funders, policy-makers, and practitioners; (3) Introduction of a program improvement process, grounded in data from youth surveys; (4) Follow-up coaching, with fading leadership from CNYD as the partner organization builds competence. (Lists 3 resources.) [The &quot;youth development framework&quot; and the program improvement process were developed in collaboration with Michelle Alberti Gambone and James P. Connell. This Promising Practice was produced by the National Institute on Out-of-School Time for CityWorks and adapted from an original paper written by Billie Young.]
Strategic Plan: Building a Skilled and Stable Out-of-School Time Workforce. An Investment in Staff Is an Investment in Children and Youth
Date: 2003-09-00
Type: Reports - Evaluative
Subjects: After School Programs,Labor Force Development,Models,Strategic Planning,Barriers,Labor Turnover,Promotion (Occupational)

The presence of a skilled and stable workforce in out-of-school time programs for children and youth plays a significant role in the quality and continuity of these programs and consequently, the impact they have on young people. Yet the past 2 decades have consistently revealed many obstacles to the cultivation of such a workforce. The absence of national or statewide professional development systems is an obvious impediment; without a registry of practitioners, core competencies or centralized funding, it is difficult to design, offer, and fund training or professional development programs for staff. Staff whom do increase their knowledge base by attending training or working toward a credential or degree are rarely compensated for their efforts. Turnover appears to result from the lack of adequate compensation and options for upward mobility within the field. Interviews with state and local leaders have provided some evidence of progress in several states and cities towards building components of a professional development system, curbing turnover, increasing compensation and providing incentives for staff. However, there is little indication that the field as a whole is benefiting from these isolated efforts -most of which rely heavily on state and federal funding and are subject to the tides of budget cuts. [This report was produced by National Institute on Out-Of-School Time.]
Prairie State Achievement Examination: Teacher's Handbook, 2003-2004
Author: Illinois State Board of Education
Date: 2004-03-00
Type: Guides - Classroom - Teacher
Subjects: Test Items,Writing Tests,Standard Setting,Grade 11,Answer Keys,Science Tests,Reading Tests,Mathematics Tests,Achievement Tests,Social Sciences,State Standards,Academic Achievement,Test Content,High School Students,Grade 12,Scores,Test Results,Test Preparation,Test Construction,Faculty Handbooks,Secondary School Teachers,High Schools,College Entrance Examinations

This handbook contains information for high school educators--teachers, curriculum coordinators, counselors, and principals--as they prepare students to take the Prairie State Achievement Examination (PSAE). The first section explains the purpose of the PSAE, gives timelines and test-day schedules, and shows how the PSAE is constructed. The rest of the handbook provides an overview of each subject test (including keys that give answers to each item and identify the Illinois Learning Standard(s) that the item covers) and five appendices that contain the text of the Illinois law that mandates the PSAE, performance-level definitions for each PSAE subject, a report on the process that was used to set standards for the PSAE following its first administration, and the Day 1 and Day 2 student test-preparation booklets (Preparing for the ACT Assessment and the Overview and Preparation Guide for PSAE Day 2). As in previous years, the Day 2 booklet for grade 11 students contains sample test questions, answer keys, a writing prompt, and scored and annotated writing responses from a previous PSAE administration. The PSAE writing test section of this handbook contains additional prompts and one annotated sample response. Appended are: (1) 105 ILCS 5/2-3.64 State goals and assessment; (2) Performance-Level Definitions; (3) Setting Standards on the Prairie State Achievement Examination; (4) Preparing for the ACT Assessment, 2003-2004; and (5) Overview and Preparation Guide for PSAE Day 2.
&quot;A Huge Learning Curve&quot;: TAFE Practitioners' Ways of Working with Private Enterprises. Support Document
Author: Harris, Roger
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Adult Vocational Education,Vocational Education Teachers,Teacher Role,School Business Relationship,Partnerships in Education,Private Sector,Interviews,Case Studies,Foreign Countries

This document was produced by the authors based on their research for the report &quot;'A Huge Learning Curve': TAFE Practitioners' Ways of Working with Private Enterprises,&quot; and is an added resource of appendices for further information. Included are: (1) Literature review; (2) Interview schedules; (3) Six case studies; (4) Tables of interview data; and (5) Helps, hindrances and strategies. (Contains 13 tables.) [For the full report see, ED493893.]
Notes & Reflections. Issue 6, Spring 2004
Author: Miller, Linda, Ed.
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Professional Development,Teacher Improvement,Reflection,Evaluation Criteria,Evaluation Methods,Evaluation Needs,Student Evaluation,Teacher Evaluation,Research Tools,Teacher Response,School Support,Classroom Environment,Program Implementation,Educational Assessment,Research Design,Teacher Education

The "Notes & Reflections" newsletter offers practical information--ideas, strategies, tools, and resources--about topics of special interest to professional developers who are working to improve school performance. Today, professional development services to schools are provided by variety of people: teacher leaders; principals; and district, regional, and state education staff--to name just a few. If you are one of these providers, "Notes & Reflections" will help you build your capacity to plan and implement powerful professional development. Contents of this issue include: (1) Keep Professional Learning on Track with Evaluation; (2) Evaluation: An Essential Tool for Managing Professional Development; (3) Level 1: Evaluate Teacher Reactions; (4) Level 2: Evaluate Teacher Learning; (5) Levels 3-4: Evaluate Organizational Support and Classroom Implementation; (6) Level 5: Evaluate Student Learning Outcomes; (7) Organizing the Evaluation; (8) References; and (9) Evaluation Resources. (Contains 1 table.) [Jonathan Margolin was a contributing author for this issue.]
Progress Monitoring in an Inclusive Standards-Based Assessment and Accountability System. Synthesis Report 53
Author: Quenemoen, Rachel
Date: 2004-02-00
Type: Reports - Descriptive
Subjects: Curriculum Based Assessment,Accountability,Educational Assessment,Inclusion,Academic Standards,Student Evaluation,Adaptive Testing,Measurement Techniques,Disabilities

This report describes how progress monitoring--a set of techniques for assessing student performance on a regular and frequent basis--can be an essential and integral part of an inclusive standards-based assessment and accountability system. In order to meet the higher expectations of current standards-based systems, educators need information that can be used to project how students are doing against the grade-level standards throughout the course of the year so they can determine what needs to be done to accelerate student progress toward the proficiency. This document discusses the benefits and uses of progress monitoring methods and formative data sources in four general categories: (1) Curriculum-Based Measurement; (2) Classroom assessments (system or teacher-developed); (3) Adaptive assessments; and (4) Large-scale assessments used during the year to monitor growth of individual students and groups of students. (Contains 1 footnote and 1 figure.)
Factors That Influence Participation in Secondary Vocational Education. MPR Reference No. 8879-400
Author: Agodini, Roberto
Date: 2004-08-00
Type: Reports - Research
Subjects: High Schools,Vocational Education,Student Participation,Context Effect,Educational Policy,Educational Change,Student Characteristics,Parent Background,Institutional Characteristics,Reading Achievement,Mathematics Achievement,Low Achievement,Grade 8,Student Educational Objectives,High School Graduates,Disadvantaged Schools,Demography

This study examines the factors that influence participation in vocational education among  students who attended high school during the early 1990s--that is, when the focus of federal  vocational education policy began to change. The factors examined included three types of characteristics of students, their parents, and their high schools: (1) demographics; (2) behaviors; and (3) expectations. The influence of each characteristic is assessed by examining the difference in vocational education participation rates among students who do and do not possess the characteristic, adjusted for other differences between students that may affect participation. Results were examined for overall 1992 high school graduates and for three subgroups: (1) students in the lowest third of eighth-grade math and reading achievement; (2) students who attended a high school where more than half of the students received a free or reduced-priced lunch; and (3) students who, before starting high school, were not planning to pursue any type of postsecondary education. The results are organized and presented in table form in appendix B. Appendix A contains "The National Education Longitudinal Study and Our Analysis File." (Contains 7 tables and 2 footnotes.)
Grants to Faith-Based Organizations, Fiscal Year 2004
Author: White House Office of Faith-Based and Community Initiatives
Date: 2005-03-01
Type: Numerical/Quantitative Data
Subjects: Public Agencies,Grants,Federal Aid,Federal Programs,Religious Organizations,Community Organizations

The data included in this report reflects a review of 151 Federally administered programs at six Federal agencies (HHS, HUD, ED, DOL, DOJ, and USDA), and 17 program areas at USAID. It includes only those programs that utilize competitively awarded grants for which faith-based and community organizations (FBCOs) were eligible to apply and historically had applied. This report attempts to provide a snap shot of the competitive, non-formula grants process. In compiling this data, the Federal agencies made good-faith efforts to identify FBOs based on information gathered from a variety of sources, including an optional survey distributed with Federal grant applications.
Improving Student Achievement and Teacher Effectiveness through Scientifically Based Practices. NCREL Viewpoints, Number 11
Author: Schuch, Linda, Ed.
Date: 2004-00-00
Type: Non-Print Media
Subjects: Teacher Effectiveness,Academic Achievement,Educational Practices,Educational Improvement,Student Improvement,Best Practices,Theory Practice Relationship,Scientific Methodology,Guidelines,Accountability,Benchmarking,Improvement Programs,Teacher Improvement,Science Course Improvement Projects,Change Strategies,Educational Strategies

"Viewpoints" is a multimedia package containing two audio CDs and a short, informative booklet. This volume of "Viewpoints" focuses on using scientifically based practices to improve student achievement and teacher effectiveness. The audio CDs provide the voices, or viewpoints, of various leaders from the education field who have worked closely with scientifically based research initiatives. Their voices represent perspectives on the elements of scientifically based research in education and provide a general overview of the movement. This booklet presents information about the recent increased emphasis on using scientifically based research to improve student achievement and teacher effectiveness. It explains new vocabulary, discusses research challenges, and describes how scientifically based research can be turned into effective practice. The booklet also provides an overview of the What Works Clearinghouse and offers resources and tools for using data to make decisions in schools. The essay "The Challenge and Hope of Scientifically Based Research" (Margaret A. Trybus) serves as a companion to the CDs. This essay outlines the elements of scientifically based research and some of the challenges educators face in its implementation. There are guides to understanding the levels of research and resources to investigate the topic further. It may be helpful to read the booklet as an introduction to the topic before listening to the interviews presented on the CDs. [The Audio CD portion of this package is not available from ERIC.] (Contains 2 figures.)
Educator Perceptions of Instructional Strategies for Standards-Based Education of English Language Learners with Disabilities. ELLs with Disabilities Report 7
Author: Thurlow, Martha
Date: 2004-08-00
Type: Numerical/Quantitative Data
Subjects: Educational Strategies,Bilingual Education,Second Language Learning,Disabilities,Limited English Speaking,Teacher Attitudes,Teaching Methods,Standards,English (Second Language),Special Education Teachers,Language Teachers,Language Arts,Mathematics Instruction,Surveys,Data Collection,Science Instruction

The study reported here was conducted as part of a larger investigation designed to identify instructional strategies most beneficial for English language learners with disabilities. Other aspects of the investigation are examining the research literature, information from parents and students, and the effects of specific strategies. In this study, the goal was to determine which instructional strategies are recommended for English language learners with disabilities by teachers across disciplines (special education, ESL/bilingual education, mainstream content areas). Specifically, the purpose was to determine the teacher-identified effective strategies for teaching grade-level reading/English language arts, mathematics, and science content to English language learners with disabilities. Appended are: (1) Descriptive Data for Phase I, 30 Teachers;  (2) Instrument Used in Final Data Collection; (3) Glossary of Strategies; (4) Data Used in the Analysis; (5) Sample Page of Content Area Survey for Reading; and (6) Use and Feasibility Data. (Contains 9 tables and 11 figures.)
The Myth of Racial Disparities in Public School Funding. Backgrounder. No. 2548
Author: Richwine, Jason
Date: 2011-04-20
Type: Reports - Evaluative
Subjects: Student Needs,Achievement Gap,Costs,Academic Achievement,Minority Groups,White Students,Public Education,Racial Differences,Educational Equity (Finance),Racial Bias,Resource Allocation,Expenditure per Student,African American Students,Hispanic American Students,Asian American Students

Achievement disparities among racial and ethnic groups persist in the American education system. Asian and white students consistently perform better on standardized tests than Hispanic and black students. While many commentators blame the achievement gap on alleged disparities in school funding, this Heritage Foundation paper demonstrates that public education spending per pupil is broadly similar across racial and ethnic groups. To the extent that funding differences exist at all, they tend to slightly favor lower-performing groups, especially blacks. Since unequal funding for minority students is largely a myth, it cannot be a valid explanation for racial and ethnic differences in school achievement, and there is little evidence that increasing public spending will close the gaps. (Contains 1 table and 20 footnotes.)
Higher Education Counts: Accountability Measures for the New Millennium. 2004 Report
Author: Connecticut Department of Higher Education, Board of Governors for Higher Education
Date: 2004-02-01
Type: Numerical/Quantitative Data
Subjects: Higher Education,Accountability,Annual Reports,Educational Indicators,Educational Assessment,High School Graduates,Enrollment Rate,Employment Projections,Beginning Teachers,Minority Group Students,Fees,Student Financial Aid,Trend Analysis,Cluster Grouping,Budgets,Teacher Salaries,Expenditures,Academic Degrees,College Outcomes Assessment,Activities,Benchmarking

&quot;Higher Education Counts&quot; is an annual accountability report on Connecticut's state system of higher education. As required under Connecticut General Statutes Section 10a-6a-b, each constituent unit of higher education must submit an accountability report to the Commissioner of Higher Education each year by January 1st. The Commissioner, in turn, is charged with compiling and transmitting a consolidated accountability report to the Joint Standing Committee on Education by February 1st. The report must contain accountability measures that have been approved by the Board of Governors, and performance improvement targets that address six statutorily-defined state level goals. The measures reported are designed to provide external constituencies with answers to some basic questions about the return on their investment in Connecticut's higher education system. This report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. Performance Measures Task Force information is attached. [For the 2003 report, see.]