ethanporcaro/eric-fulltext-meta huggingface dataset:
English Learner Guidebook: Changing Educational Outcomes for English Learners
Author: Louisiana Department of Education
Date: 2018-05-00
Type: Guides - General
Subjects: English Language Learners,Student Needs,At Risk Students,Achievement Gap,Equal Education,Access to Education,Educational Quality,Second Language Learning,Academic Standards,Educational Methods,Curriculum,Progress Monitoring,Evaluation Methods,Faculty Development,Teacher Collaboration

Over the past several years, Louisiana educators have taken the charge to raise expectations and educational outcomes for its students, believing students are smart, capable, and deserve opportunities to become productive members of a global society. Through a clear alignment of standards, curriculum, and assessments, students have stepped up to the challenge and made significant gains in educational outcomes. Yet, for English learners (ELs), this has not been the case. As demonstrated in statewide data, current instructional practices have created disproportionate outcomes for the EL population. Therefore the focus of attention is to change the trajectory of ELs to close the achievement gap. Providing ELs with equal access and opportunity to high-quality instruction requires school systems and school-site leaders to design and implement school structures and instructional models that allow language acquisition to occur across all content-areas all day, every day. This document provides guidance to school systems and school-site leaders in implementing such programs. The strategies described are grounded in research-based practices of effective instruction and successful school models for ELs. Aligning current practices to the suggested strategies will help schools provide equitable, high-quality instruction for ELs.
How the MDRC Center for Data Insights Is Improving Programs and Systems with Actionable Evidence. Issue Focus
Author: MDRC
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Family Programs,Federal Programs,Welfare Services,State Aid,Data Collection,Data Analysis,Training,Employment Opportunities,Credit (Finance),Court Litigation,Public Schools,At Risk Students,Grade 3,Elementary School Students,Emergent Literacy,Reading Fluency,Program Evaluation,Social Networks,Network Analysis,Neighborhoods

This issue brief describes the programs and systems of the MDRC Center for Data Insights. Ranging from simple descriptive summaries to advanced machine learning algorithms, the Center's eight current projects aim to use institutions' increasingly rich data to provide new insights that can help refine and target their client's services: (1) Temporary Assistance for Needy Families Data Innovations (TDI); (2) Partnership with the Center for Employment Opportunities (CEO) for Predictive Analytics; (3) Subprime Lending Data Exploration Project; (4) The Pretrial Justice Reform Study; (5) New Visions for Public Schools (NVPS) Researcher Partnership for Predictive Analytics; (6) Using Machine Learning to Predict Third-Grade Reading Proficiency; (7) The Long-Term Outcomes Project; and (8) Chicago Community Networks Study.
Wyoming Community College Commission Agency Strategic Plan, 2016 to 2020
Author: Wyoming Community College Commission
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Planning Commissions,Strategic Planning,Educational Planning,Statewide Planning,Educational Objectives,Accountability,Federal Legislation,Labor Force Development,Governance,Evidence Based Practice,Special Programs,Construction Programs,School Buildings,Colleges

The Wyoming Community College Commission's internal strategic plan for the five-year period spanning 2016 through 2020 is taking a new streamlined approach to conveying future goals. Specific agency sections' mission statements, responsibilities, and accomplishments will be relayed in the agency's annual report. For the time span of 2016 through 2020, the following five areas and their corresponding goals have been identified as priorities for the accountability of the Wyoming Community College Commission staff members: (1) Workforce Innovation and Opportunity Act (WIOA); (2) Data Governance and Data Driven Decisions; (3) Special Programs; (4) Program Review; and (5) Capital Construction (CAPCON). [For the 2015-2019 plan, see ED573096.]
Career and Technical Education: Current Policy, Prominent Programs, and Evidence
Author: Rosen, Rachel
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Policy,Evidence Based Practice,Educational Practices,Job Skills,Job Training,Apprenticeships,Career Readiness,Employment Potential,Credentials,Outcomes of Education,Career Academies,Evidence

In late 2017, MDRC was invited by Bloomberg Philanthropies to write a paper detailing the level and rigor of the available evidence supporting career and technical education (CTE). Interest in the field of CTE has experienced a resurgence over the last decade, as the global economy has grown increasingly competitive while students have continued to leave school underprepared for well-paying twenty-first-century jobs. This paper begins with an overview of the issues in the education system and the labor market that led to the current revival of CTE: It argues that the skills today's employers need are not the ones schools are providing adequately. This section is followed by one describing how various policies have fostered the growth of CTE. The third section of the paper provides detail on the major types of programs and their various components. Specifically, the paper defines what is meant by CTE instruction and training, career pathways, apprenticeships, and career-readiness skills. The evidence section that follows begins by discussing the value of various types of evidence. It then provides a literature review of the available evidence to support each of the program types detailed in the third section, touching on both the amount of evidence available in each area and its level of rigor. The paper concludes by suggesting that while CTE instruction could bolster students' economic mobility by helping them gain postsecondary credentials and obtain higher-paying jobs, there are challenges involved in turning that promise into reality. Investments in data and evidence-based practices can give CTE a better chance at success.
SNAP and the School Meal Programs. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2013-08
Author: Bartfeld, Judith
Date: 2013-11-21
Type: Reports - Research
Subjects: Lunch Programs,Welfare Services,Federal Programs,Nutrition,Low Income Students,Breakfast Programs,Economic Climate,Eligibility,Poverty,At Risk Students,Children,Incidence,Economically Disadvantaged,Student Participation

The Great Recession and its immediate aftermath have brought increasing attention both to food insecurity among children and to the associated food safety net. This report examines how the Supplemental Nutrition Assistance Program (SNAP) functions as a component of the broader food assistance safety net for school-age children, focusing on connections between SNAP and the school meal programs at a policy level, as well patterns in children's participation across programs. It is divided into two parts. Part I provides an overview of the programs, highlighting both geographic variability in each of the programs, as well as structural features that create explicit, as well as potentially unintended, linkages between them. Part II uses recent national data to formally explore the role of the combined food assistance safety net for school-age children during and immediately after the Great Recession -- a period in which the demands placed on food assistance programs for children reached historic highs. The report concludes by discussing implications of both the programmatic linkages and the empirical patterns of participation for policy and research.
Helping Young People Move Up: Findings from Three New Studies of Youth Employment Programs
Author: Bloom, Dan
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Youth Programs,Employment Programs,Disadvantaged Youth,Program Evaluation,Program Effectiveness,Internship Programs,Outcomes of Education,Income,Social Mobility,Job Training,Career Readiness,Models,Youth Opportunities,Youth Employment

Data from the U.S. Census Bureau indicate that in 2016 over four million young people in the United States were &quot;disconnected,&quot; meaning they had not been enrolled in school in the previous three months and were not working. Although this number has fallen in the years since the Great Recession (which officially ended in 2009), as the economy has improved and unemployment rates have declined, roughly 1 in 10 young people ages 16 to 24 remained disconnected in 2016. These young people face an uphill battle finding work, since they are not engaged in activities that help them build skills or gain work experience. Many youth employment programs attempt to help these young people reconnect with education and work, and over the years some of the biggest have been subject to rigorous evaluations. Overall the results have been mixed, and even when the programs do show positive effects on work and earnings, those effects have generally been modest. The evidence base has grown substantially in the past few months as studies of three such programs -- YouthBuild, Year Up, and New York City's Young Adult Internship Program (YAIP) -- have released new findings. The new findings are exciting because the programs involved used a variety of strategies, but also because one of the programs, Year Up, had large, positive effects on young people's earnings. This type of finding is rare for employment programs in general, and especially rare for programs serving disadvantaged young people. This brief discusses the findings from the three new studies and their implications for youth programs. It argues that no one program is the answer for disconnected young people, but that each program serves a particular segment of the population, and each can serve as a step toward upward mobility. What's missing is the system to help young people navigate these programs and move up.
Work Based Learners and the Prevent Statutory Duty: Guidance for Providers
Author: Department for Education (England)
Date: 2018-09-00
Type: Guides - General
Subjects: Foreign Countries,Postsecondary Education,Institutional Role,Prevention,Terrorism,Violence,School Safety,Well Being,Federal Legislation,Recruitment,Questionnaires,Risk Management,Late Adolescents,School Orientation,Teacher Role,Guides,Information Dissemination,Progress Monitoring,Evaluation,Training,Meetings,Employers,Feedback (Response),Health,Values Education,School Policy

This publication provides non-statutory guidance from the Department for Education in England. It provides operational level advice and guidance to the Further Education (FE) and Skills sector in England on how to meet the requirements referred to as the Prevent Statutory Duty. It focuses in particular on those organisations that provide learning within a work based learning (WBL) environment which are subject to the provisions of the Counter-Terrorism and Security Act (CTSA) 2015.
Decisions of Adult Learners
Author: Department for Education (England)
Date: 2018-09-00
Type: Reports - Research
Subjects: Foreign Countries,Adult Students,Adult Learning,Value Judgment,Cost Effectiveness,Psychological Patterns,Social Influences,Cultural Influences,Prior Learning,Physical Health,Instructional Program Divisions,Interaction,Costs,Emotional Response,Maintenance,Access to Education,Student Needs,Lifelong Learning,Goal Orientation,Student Attitudes,Decision Making,Job Skills

The Department for Education (DfE) commissioned Kantar Public and Learning and Work Institute (L&amp;W) to undertake research to understand adults' experiences of, and decisions about, learning. This report presents the findings from in-depth interviews with 70 learners and focus groups with 16 adults not currently learning, and recommendations for the development of the Government's National Retraining Scheme and future lifelong learning policy. The study reveals that, for every learner, there exists a complex and unique relationship between their own perceptions of the personal benefits and personal costs of learning. The argument that underpins this report is that the trigger to participate in learning for each adult comes at a tipping point where personal benefits (or 'pros') outweigh personal costs (or 'cons'). This balance exists throughout an adult's learning journey, from before they consider learning right through to their completion (or termination) of their course, and back again to considering learning. An adult is tipped into or out of learning as the balance between costs and benefits changes. The weights on the balance represent the degree of influence that factors have for that adult. [The Department for Education (DfE) commissioned Kantar Public and Learning and Work Institute (L&amp;W) to undertake the research for this report.]
Greening TVET in Latin America: Virtual Conference Synthesis Report. UNESCO-UNEVOC TVeT Forum, 5 to 11 June 2017
Author: Alvarado, Irene
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Teleconferencing,Vocational Education,Sustainable Development,Economic Factors,Social Influences,Environmental Influences,Climate,Ecology,Labor Market,Job Skills,Foreign Countries,Unemployment

The virtual conference took place from 05 to 11 June 2017 on the UNESCO-UNEVOC TVeT Forum, and shed light on how countries in Latin America are responding to climate-change policy developments, and the role TVET can play in this regard. The synthesis report gives an overview how participants discussed: (1) the links between economic, social and environmental factors to sustainable development; (2) climate-change strategies in Latin America; and (3) labour market changes in Latin America, and what the future skills requirements means for education and training institutions. A hundred and twenty-one participants from 24 countries participated in the virtual conference.
Greening Technical and Vocational Education and Training: A Practical Guide for Institutions
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2017-00-00
Type: Books
Subjects: Vocational Education,Sustainable Development,Global Approach,Conservation (Environment),Planning,Program Development,Program Implementation,Program Evaluation,Progress Monitoring,Secondary Education,Postsecondary Education,Higher Education

This &quot;Guide&quot; describes the macro need for [technical and vocational education and training] (TVET) reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The &quot;Guide&quot; also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this &quot;Guide.&quot; A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. Specifically included in this &quot;Guide&quot; is a rubric or framework designed for most TVET institutions. The rubric/framework is designed as both an assessment tool and a learning instrument, as it contains clear descriptions of possible goals and destinations. Since TVET institutions and programmes are so varied, these suggested assessment goals are also designed for discussion and adaptation to the specific situation on each site, while modifications are encouraged. The central theme is Greening the Institution, while also embracing the broader concept of education for sustainable development (ESD). In particular the focus is on the role of TVET in delivering a crucial element of the GAP. By having local teams of leaders, faculty, students and community experts working in concert and infusing the concepts of related educational initiatives, the institution will transition itself into an even more effective and meaningful greening agent for its graduates, its communities and all who are associated with the institution.
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2015
Author: Tennessee Higher Education Commission
Date: 2015-01-29
Type: Reports - Descriptive
Subjects: Preschool Education,Elementary Secondary Education,Higher Education,Public Education,Graduation Requirements,Admission Criteria,Master Plans,Access to Education,Educational Quality,National Competency Tests,Charter Schools,State Standards,Science Education,Academic Standards,Teacher Salaries,Grants,Educational Legislation,Federal Aid,Federal Programs,Federal Legislation,College Readiness,Career Readiness,Educational Indicators,Educational Attainment,State Boards of Education,Alignment (Education),Duplication

This year's joint report highlights the progress made in education since the special session of the 106th General Assembly (2010), which included passage of the First to the Top and Complete College Tennessee Acts. Both Acts provide a framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. The &quot;Joint Report&quot; discusses the following four areas, as mandated by T.C.A. §49-1-302(a)(10): (1) Minimizing Duplication -- the extent of duplication in elementary, secondary, and postsecondary education; (2) Compatability -- compatibility between high school graduation requirements and college admission requirements; (3) Master Plan Fulfillment -- fulfillment of the State Board of Education and Tennessee Higher Education Commission's master plans; and (4) State needs in Public Education -- the extent to which the state needs in public education have been met as determined by the board and commission. Tennessee has made significant progress in each of these areas and has set up a robust system of collaboration between different levels of public education in the state. This collaboration has driven the State's goals of increasing the number of college-ready high school graduates and the number of college graduates. This report demonstrates that the goals set by the T.C.A. §49-1-302(a)(10) are being successfully met. The goal of aligning high school graduation requirements and admission requirements of higher education institutions has been fully attained. Robust data collection across the P-20 sector allows for identification of the areas of duplication that must be minimized. A variety of programs, projects, and initiatives aim to serve the state needs in public education and achieve the specified goals. [For the 2014 report, see ED560727.]
Annual Joint Report of Pre-Kindergarten through Higher Education in Tennessee, 2016
Author: Tennessee Higher Education Commission
Date: 2016-01-27
Type: Reports - Descriptive
Subjects: Preschool Education,Elementary Secondary Education,Higher Education,Public Education,Graduation Requirements,Admission Criteria,Master Plans,Access to Education,Educational Quality,National Competency Tests,Charter Schools,State Standards,Academic Standards,Teacher Salaries,Grants,Educational Attainment,State Boards of Education,Alignment (Education),Duplication,Educational Needs,College Entrance Examinations,Vocational Education,Educational Finance,Preservice Teacher Education,Teacher Education Programs,Program Effectiveness,Licensing Examinations (Professions),Scholarships,Student Financial Aid,Adult Students,Articulation (Education),Transfer Policy,School Business Relationship,College School Cooperation

The &quot;Annual Joint Report of Pre-Kindergarten through Higher Education in Tennessee&quot; complies with the requirements established in T.C.A. §49-1-302(a)(10). State law directs the State Board of Education (SBE) and the Tennessee Higher Education Commission (THEC) to provide an annual report to the Governor and General Assembly, all public schools, and postsecondary institutions and their respective boards. This report includes, but is not limited to, a discussion of the following four areas: (1) minimizing duplication; (2) compatibility; (3) state needs in education; and (4) master plan fulfillment. This year's report focuses on the state's current needs in K-16 education and how SBE and THEC are attempting, respectively, through each organization's master plan, to deliver on these priority areas. This edition of the &quot;Joint Report&quot; is published at a time of transition that is significant in terms of education policy. Changes in executive leadership have recently occurred at the Tennessee Higher Education Commission, the State Board of Education, and the Tennessee Department of Education (TDOE). [For the 2015 report, see ED590020.]
Annual Joint Report of Pre-Kindergarten through Higher Education in Tennessee, 2017
Author: Tennessee Higher Education Commission
Date: 2017-02-01
Type: Reports - Descriptive
Subjects: Preschool Education,Elementary Secondary Education,Higher Education,Public Education,Graduation Requirements,Admission Criteria,Master Plans,Access to Education,Educational Quality,National Competency Tests,Charter Schools,State Standards,Academic Standards,Teacher Salaries,Grants,Educational Attainment,State Boards of Education,Alignment (Education),Duplication,Educational Needs,College Entrance Examinations,Educational Finance,Preservice Teacher Education,Teacher Education Programs,Program Effectiveness,Licensing Examinations (Professions),Scholarships,Student Financial Aid,Adult Students,Articulation (Education),Transfer Policy,School Business Relationship,College School Cooperation

The &quot;Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee&quot; complies with the requirements established in T.C.A. § 49-1-302(a)(10). State law directs the State Board of Education (SBE) and the Tennessee Higher Education Commission (THEC) to provide an annual report to the Governor, the General Assembly, all public schools, and postsecondary institutions and their respective boards. This report includes, but is not limited to, discussion of four areas: (1) state needs in public education; (2) fulfillment of the SBE and THEC's respective master plans; (3) duplication in elementary, secondary, and postsecondary education; and (4) compatibility of high school graduation requirements and admission requirements of postsecondary institutions. This year's report focuses on the state's current needs in K-16 education, and how the SBE and THEC are attempting, through each agency's master plan to deliver results in these priority areas. [For the 2016 report, see ED590021.]