ethanporcaro/eric-fulltext-meta huggingface dataset:
Juvenile Residential Facility Census, 2014: Selected Findings. Juvenile Justice Statistics: National Report Series Bulletin. NCJ 250123
Author: Hockenberry, Sarah
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Delinquency,Juvenile Justice,Institutionalized Persons,Residential Programs,Substance Abuse,Mental Disorders,At Risk Persons,Suicide,Access to Health Care,Access to Education,Security Personnel,Private Agencies,Public Agencies,Correctional Education

Every 2 years, the Office of Juvenile Justice and Delinquency Prevention conducts the Juvenile Residential Facility Census (JRFC) to collect information about the characteristics of facilities, including facility type, capacity, and type of security, in which youth charged with or adjudicated for law violations are held. Respondents also provide information on the types of evaluations and services they provide to youth entrusted to their care. This bulletin provides findings from the 2014 survey. The population of justice system-involved youth dropped 11% from 2012 to 2014, to the lowest number since 1975. More of these youth were in local facilities on the census day in 2014 than were in state-operated facilities, continuing a trend that began with the 2012 census. The 2014 JRFC data also describe the range of services that facilities provide to youth in their care. Almost all facilities (87%) reported that a portion of all residents attended some type of school. Most responding facilities routinely evaluated all residents for substance abuse (74%), mental health needs (58%), and suicide risk (90%). This bulletin helps the juvenile justice field to track conditions of confinement and the progress that states and communities are making to ensure that system-involved youth receive the treatment and services that they need.
Science, Technology, Engineering, and Mathematics Education: Actions Needed to Better Assess the Federal Investment. Report to Congressional Requesters. GAO-18-290
Author: Emrey-Arras, Melissa
Date: 2016-03-00
Type: Legal/Legislative/Regulatory Materials
Subjects: STEM Education,Federal Programs,Federal Aid,Educational Finance,Program Evaluation,Minority Groups,Disproportionate Representation,Public Agencies,Federal Legislation,Participation

Education programs in science, technology, engineering, and mathematics (STEM) fields are intended to enhance the nation's global competitiveness. The Government Accountability Office (GAO) reported in 2012 that there were more than 200 federal STEM education programs in fiscal year 2010. Since then, this portfolio of programs has changed. GAO was asked to review the landscape of federal STEM education programs. This report examines (1) how the federal investment in STEM education programs changed from 2010 to 2016, and (2) the extent to which the STEM education portfolio has been assessed. To answer these questions, GAO administered a web-based questionnaire to all federal STEM education programs funded in fiscal year 2016 and analyzed the results. GAO also reviewed relevant federal laws and agency documents, examined the implementation of relevant assessment requirements, and interviewed officials from relevant federal agencies. GAO is making four recommendations, including three to the Committee on STEM Education to review performance assessments of STEM education programs, document those assessments, and report programs' participation rates of underrepresented groups. The Committee on STEM Education agreed with GAO's recommendations.
Juvenile Residential Facility Census, 2012: Selected Findings. Juvenile Offenders and Victims: National Report Series Bulletin. NCJ 247207
Author: Hockenberry, Sarah
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Delinquency,Juvenile Justice,Institutionalized Persons,Residential Programs,Substance Abuse,Mental Disorders,At Risk Persons,Suicide,Access to Health Care,Access to Education,Security Personnel,Private Agencies,Public Agencies,Correctional Education

The Office of Juvenile Justice and Delinquency Prevention's biennial Juvenile Residential Facility Census (JRFC) collects information about facilities in which juvenile offenders are held. Respondents provide information about facility characteristics, including facility type, capacity, and type of security. JRFC also reports the number of youth who were injured or died in custody during the past 12 months. This bulletin provides findings from the 2012 survey. The juvenile offender population dropped 14% from 2010 to 2012, to the lowest number since 1975. For the first time since 2000, more offenders were in local facilities on the census day in 2012 than were in state-operated facilities. The 2012 JRFC data also describe security features that facilities use. Overall, 43% of facilities lock youth in their sleeping rooms at least some of the time.
English Learner Tool Kit for State and Local Education Agencies (SEAs and LEAs). Updated
Author: National Clearinghouse for English Language Acquisition (NCELA)
Date: 2017-10-00
Type: Guides - Non-Classroom
Subjects: English Language Learners,State Agencies,State Departments of Education,Legal Responsibility,Access to Education,Language Proficiency,College Readiness,Career Readiness,Civil Rights,Student Rights,Check Lists,Compliance (Legal),Student Placement,Guidance,Bibliographies,Second Language Programs,Core Curriculum,Extracurricular Activities,Inclusion,Disabilities,Student Personnel Services,Educational Legislation,Elementary Secondary Education,Federal Legislation,Progress Monitoring,Program Effectiveness,Parent Participation

The U.S. Department of Education's Office for Civil Rights (OCR) and U.S. Department of Justice (DOJ) released joint guidance on January 7, 2015, reminding states, school districts, and schools of their obligations under federal law to ensure that English Learners (ELs) have equal access to a high-quality education and the opportunity to achieve their full academic potential. In this context, the Office of English Language Acquisition (OELA) at the U.S. Department of Education (the Department) has provided the &quot;English Learner (EL) Tool Kit,&quot; a companion to the OCR's and DOJ's &quot;Dear Colleague Letter&quot; (DCL) (see ED578886). The tool kit is designed to help state and local education agencies (SEAs and LEAs) in meeting their legal obligations to ELs and in providing all ELs with the support needed to attain English language proficiency while meeting college- and career-readiness standards. The &quot;EL Tool Kit&quot; is intended primarily for state, district, and school administrators, as well as teachers, but may also inform other stakeholders concerned with the education of ELs. The 10 chapters of the &quot;EL Tool Kit,&quot; originally published in serial form over a number of months, correspond to the 10 sections of the January 2015 DCL. Each chapter provides (1) explanations of the civil rights and other legal obligations to ELs; (2) checklists SEAs, LEAs, and schools can use as self-monitoring tools; (3) sample tools that may be used or adapted for use in SEAs, LEAs, and schools to aid with compliance; and (4) additional resources that may provide further relevant information and assistance.
Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics
Author: Adamma, Onyekwere Nonye
Date: 2018-07-00
Type: Journal Articles
Subjects: Influences,Incentives,Motivation,Foreign Countries,Mathematics Achievement,Elementary School Students,Learning Motivation,Measures (Individuals),Mathematics Instruction,Correlation,Academic Achievement,Elementary School Mathematics,Mathematics Tests,Achievement Tests,Gender Differences

The study investigated influence of extrinsic and intrinsic motivation on pupils' academic performance in mathematics. Based on the purpose of the study two hypotheses guided the study. Descriptive research design was adopted for the study. The population of the study consisted of all 3056 primary six pupils in Owerri Education zone of Imo State. A Sample size of 200 primary six pupils was selected for the study. Simple random sampling technique was used in selecting four schools out of the nine schools. The instruments used for data collection was Academic Motivation Scale and Mathematics achievement Test. The validity was determined by two experts in measurement and evaluation and one expert in mathematics education. The instruments have reliability co-efficient of 0.89 and 0.92 determined using tests-retest method. Data generated was analyzed with the aid SPSS version. Inferential statistics of T-test and Pearson product moment correlation were used to test the hypotheses at 0.05 level of significance. The study concludes that motivation improves academic performance of the pupils and there is gender difference in motivation type and academic performance.
Mainstreaming in Kingdom of Saudi Arabia: Obstacles Facing Learning Disabilities Resource Room
Author: Al-Zoubi, Suhail Mahmoud
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mainstreaming,Barriers,Learning Disabilities,Resource Room Programs,Special Education,Special Education Teachers,Special Needs Students,Preservice Teacher Education

The aim of this study was to identify the obstacles facing learning disabilities resource room (LDRR). The sample of the study consisted of 42 teachers working in learning disabilities resource room (LDRR) at Najran in the Kingdom of Saudi Arabia (KSA). A questionnaire was developed and distributed to the sample of the study. The results indicated that there were obstacles facing LDRR related to learning disabilities teacher, collaboration of others, and facilities and equipment.
Report to Congress on Head Start Program Emergency Preparedness
Author: Administration for Children, Youth, and Families (DHHS), Office of Head Start
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Early Intervention,Federal Legislation,Educational Legislation,Emergency Programs,Natural Disasters,Terrorism,Compliance (Legal),Early Childhood Education,Information Dissemination,Family School Relationship,Staff Development,Training,Federal Government,State Government,Local Government,Agency Cooperation

In December 2007, the Head Start program was reauthorized and modified through the Improving Head Start for School Readiness Act of 2007, Public Law 110-134. One of the provisions of this law added subsection 649(m) of the Head Start Act (42 U.S.C. 9844) (Act), entitled &quot;Program Emergency Preparedness,&quot; to address the preparedness of Head Start to respond in the event of a large-scale emergency. The Report to Congress on Head Start Program Emergency Preparedness is responsive to the requirements of section 649(m)(2) of the Act, which required that: &quot;The Secretary shall evaluate the Federal, State, and local preparedness of Head Start programs, including Early Head Start programs, to respond appropriately in the event of a large-scale emergency, such as the hurricanes Katrina, Rita, and Wilma, the terrorist attacks of September 11, 2001, or other incidents where assistance may be warranted under the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5121 et seq.).&quot; To comply with this evaluation requirement, the Office of Head Start (OHS), with assistance from the Administration for Children and Families' (ACF) Office of Planning, Research and Evaluation (OPRE), developed and conducted a survey of the 1,622 current Head Start and Early Head Start grantees to learn what procedures grantees had in place for dealing with large-scale emergencies. In particular, the survey sought to collect information to respond to the three evaluation requirements described at section 649(m)(3)(B)-(D) of the Act: (1) an evaluation of the procedures for informing families of children in Head Start programs about the program protocols for response to a large-scale emergency, including procedures for communicating with such families in the event of a large-scale emergency; (2) an evaluation of such procedures for staff training on State and local evacuation and emergency protocols; and (3) an evaluation of procedures for Head Start agencies and the Secretary to coordinate with appropriate Federal, State, and local emergency management agencies in the event of a large-scale emergency and recommendations to improve such procedures. In addition to providing the results of the survey, this report also describes the Head Start Program Performance Standards related to emergencies and specific activities OHS has taken in recent years to help grantees prepare for and respond to emergencies, such as issuing Information Memoranda and Program Instructions and providing technical assistance resources.
Higher Education&apos;s Impact on the New England Economy: Investing in People. A Study of Higher Education &amp; Human Capital
Author: Syverud, Gretchen
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Higher Education,Geographic Regions,Economic Impact,Human Capital,College Students,College Faculty,Labor Force Development,College Choice,Access to Education,Barriers,Paying for College,Academic Persistence,Employment Qualifications,Alignment (Education),Wages

Higher education institutions--as major employers of the workforce, purchasers of goods and services, managers of real estate, and attractors of external investment--are frequently the subject of research measuring economic impact. This research often falls into one of two categories: (1) institution-focused studies that measure the monetary contributions to a city or community; or (2) sector- or state-focused studies that measure the production of knowledge and its effects on a regional or national economy. As separate parts of a bigger picture, what is impossible to glean from these analyses is how higher education broadly contributes to the two primary methods of economic growth: attracting new resources and improving the productivity of existing resources. This brief explores how higher education fuels the regional economy through attracting, developing and retaining its most critical resource: human capital, or, put simply, people.
How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts: Insights for Students and Schools. Policy Spotlight on New England
Author: Blauth, Erika
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Selective Admission,Colleges,Universities,High School Graduates,College Bound Students,Transcripts (Written Records),Student Records,Competency Based Education,Evaluation Methods,College Admission,College Applicants,Student Evaluation,Study Habits

The movement toward proficiency-based learning is gaining momentum at secondary schools across New England and beyond. Proficiency-based learning is the system of instruction, assessment and grading based on demonstration of skills that meet performance standards or &quot;proficiencies.&quot; The goal of proficiency-based learning is to better prepare students with the knowledge and skills necessary for success in higher education and 21st century careers. As proficiency-based education models become more common across the country and the region, high school students and parents have raised questions and concerns regarding how proficiency-based transcripts will be viewed in the college admissions process--especially at highly selective US colleges and universities. Of greatest concern is whether proficiency-based learning and grading will disadvantage students in the college application and evaluation process. To help answer these questions, the New England Board of Higher Education (NEBHE) and the New England Secondary School Consortium (NESSC) convened a meeting of admissions leaders from highly selective New England colleges and universities and facilitated a robust discussion on the topic. Overwhelmingly, these admissions leaders indicate that students with proficiency-based transcripts will not be disadvantaged in the highly selective admissions process. Moreover, according to some admissions leaders, features of the proficiency-based transcript model shared with the group provide important information for institutions seeking not just high-performing academics, but engaged, lifelong learners. The results of this meeting are presented in this report.
School and District Leadership: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Scott, Deven
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Administrator Effectiveness,School Districts,Administrator Role,Administrator Qualifications,Certification,Administrator Education,Beginning Principals,Mentors,Professional Development,Administrator Evaluation,Compensation (Remuneration),Incentives,Contracts,State Legislation,Principals,Instructional Leadership,Salaries

In the era of the Every Student Succeeds Act (ESSA), there has been heightened attention on the role that effective school and district leaders play in a wide range of issues, including school improvement, quality classroom instruction and broader discussions of equity. In 2017, Education Commission of the States reviewed legislation related to school and district leadership and highlighted state examples, trends and key takeaways. Overall trends showed a strong interest in updating certification and licensure policies, with a particular focus on expanding non-traditional routes to certification. This Policy Snapshot summarizes 2018 legislative activities related to school and district leadership organized around the career continuum and includes legislation related to the following: (1) Preparation, certification and licensure; (2) Induction, mentoring and professional development; (3) Evaluation; and (4) Compensation, incentives and contracts.
Knowing When to Fold &apos;em: Problem Attributes and Strategy Differences in the Paper Folding Test
Author: Burte, Heather
Date: 2018-00-00
Type: Reports - Research
Subjects: Spatial Ability,Visualization,Task Analysis,Problem Solving,Accuracy,Learning Strategies,Heuristics,Individual Differences,Psychometrics,Foreign Countries,Performance

Spatial visualization--the ability to mentally imagine and manipulate objects--has frequently been measured using the Paper Folding Test (PFT). In this task, participants view diagrams of a paper being folded and a hole being punched. They then identify the resulting punch pattern. Although task instructions promote mentally unfolding the paper, the extent to which people follow this spatial visualization strategy is unknown. The present work assesses hypothesized PFT solution strategies and their relation to problem attributes. Accuracy was impacted by the interaction between fold types, linear mixed models revealed greater use of simple heuristics compared to the suggested unfolding. Furthermore, most participants used a single strategy but simple heuristics were more often used than unfolding. Given this, we recommend redesigning the PFT to utilize the prevalence of strategy use to assess individual differences. [This is the in press version of an article published in &quot;Personality and Individual Differences&quot; (ISSN 0191-8869).]
Factorial Invariance of the Usage Rating Profile for Supporting Students&apos; Behavioral Needs (URP-NEEDS)
Author: Briesch, Amy M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Student Needs,Student Behavior,Likert Scales,Measurement,Social Development,Emotional Development,Interpersonal Competence,Usability,Identification,At Risk Students,Stakeholders,Construct Validity,Test Reliability,Psychometrics

Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. Impact and Implications Statement: Findings of the current study indicate that the URP-NEEDS may be useful in drawing comparisons across groups of stakeholders (e.g., teachers, administrators) regarding perceived facilitators and barriers to implementing a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. Such information could be used to either inform changes to procedures (e.g., to enhance feasibility) or systems (e.g., to strengthen consultative supports), or to more efficiently target efforts to enhance user understanding and motivation in order to maximize future potential for usage. [This paper was published in &quot;School Psychology Quarterly.&quot;]
Are We Making Progress? Student Transfer in New England
Author: Decatur, Emily
Date: 2018-08-00
Type: Reports - Research
Subjects: College Transfer Students,College Credits,Time to Degree,Educational Policy,Geographic Regions,State Standards,State Policy

Higher education students in the U.S. have been transferring at record levels. More than two-thirds who earn bachelor's degrees from four-year institutions today have changed colleges at least once according to the National Student Clearinghouse Research Center. However, the U.S. Department of Education reported in 2015 that on average, students who transfer lose 13 credits already earned and paid for. The impact of lost credit on students is enormous and contributes to students taking an average of five or more years to earn a four-year degree.
State-Level Guidance on Screening for Social, Emotional, and Behavioral Risk: A Follow-Up Study
Author: Auerbach, Emily R.
Date: 2018-00-00
Type: Reports - Research
Subjects: Web Sites,State Departments of Education,Screening Tests,Social Development,Emotional Development,Behavior Problems,Emotional Problems,Educational Policy,Elementary Secondary Education,Geographic Location,Stakeholders,Mental Health,At Risk Students,State Standards,Educational Environment

A recent study evaluated the level of guidance provided by states on their Department of Education websites regarding school-based social, emotional, and behavioral (SEB) screening. The purpose of this follow-up study was to interview a small sample of state-level stakeholders to supplement the findings from the website evaluation study. Specifically, current goals were to (a) confirm findings from the web search and coding of state department of education materials and (b) add perspectives on the history, current, and future landscape of SEB policies and initiatives in K-12 education in that state. Results of the current study demonstrated that participants agreed with the initial study findings regarding the guidance provided by state departments of education to K-12 schools around SEB screening. Further, most participants indicated additional future directions regarding the landscape of SEB screening in their state since the period in which the primary document information was captured. Results of this exploratory study indicate that although the current and future of SEB screening varies across states, key stakeholders within state departments of education were aware of the importance, need, and relevance of SEB screening in K-12 schools. [This is the online version of an article published in &quot;School Mental Health.&quot;]