ethanporcaro/eric-fulltext-meta huggingface dataset:
2020 Annual State Report on Preschool Children with Disabilities in Ohio: State Fiscal Year 2019 (July 1, 2018 - June 30, 2019)
Author: Grove, Wendy
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Preschool Children,Students with Disabilities,Special Education,Developmental Delays,Speech Impairments,Language Impairments,Autism Spectrum Disorders,Multiple Disabilities,Preschool Education

Ohio's public schools provide special education services to children with disabilities as early as preschool. Every year, the Ohio Department of Education reports the number of preschool children who received state-funded special education services during the previous year. The 2018-2019 school year had an overall increase of 705 (3.24 percent) preschool-age children receiving special education services compared to the prior year. Developmental Delay and Speech or Language Impairment are the most common disability categories among preschool-age children. More than 75.4 percent (16,911) of children served in preschool special education receive services under one of these two eligibility categories. [For the 2019 report, see ED624863.]
Annual State Report on Preschool Children with Disabilities in Ohio: State Fiscal Year 2020 (July 1, 2019 - June 30, 2020)
Author: Grove, Wendy
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Preschool Children,Students with Disabilities,Special Education,Developmental Delays,Speech Impairments,Language Impairments,Autism Spectrum Disorders,Multiple Disabilities,Preschool Education

Ohio's public schools provide special education services to children with disabilities as early as preschool. Every year, the Ohio Department of Education reports the number of preschool children who received state-funded special education services during the previous year. The 2019-2020 school year had an overall increase of 906 (4.03 percent) preschool-age children receiving special education services compared to the prior year. Developmental Delay and Speech or Language Impairment are the most common disability categories among preschool-age children. More than 74.49 percent (17,395) of children served in preschool special education receive services under one of these two eligibility categories. [For the 2020 report, see ED624864.]
Teachers&apos; Guide to Data Access Tools for Students
Author: US Census Bureau
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Data Analysis,Access to Information,Census Figures,Elementary School Students,Middle School Students,High School Students

The U.S. Census Bureau and its Statistics in Schools (SIS) program offer a number of tools that students can use to access data. Students can find city- or state-specific information about their birthplace, current place of residence, or ideal future hometown, for example. Using these tools, students and teachers can see data on housing, population, age, sex, race, ethnicity, geographic location, and much more. The tools discussed in this guide include: (1) State Facts for Students; (2) QuickFacts; (3) Data.census.gov; and (4) Census Business Builder: Small Business Edition.
Early Literacy in Vermont: Findings from the Vermont Educator Preparation Program Course Syllabi Review--Early Childhood, Early Childhood Special Education, and Elementary Education
Author: Region 1 Comprehensive Center
Date: 2022-03-00
Type: Reports - Research
Subjects: Emergent Literacy,Teacher Education Programs,Course Descriptions,Content Analysis,Early Childhood Education,Special Education,Elementary Education,Curriculum Evaluation,Evidence Based Practice,Reading Instruction,Writing Instruction

A primary focus for the Vermont Agency of Education (AOE) has been on increasing student literacy. This focus, coupled with the passage of Act 28 in 2021, which provides funding and technical assistance to improve literacy outcomes, prompted the AOE to request support related to literacy from the Region 1 Comprehensive Center (R1CC). Specifically, the AOE wanted to better understand the degree to which Vermont certified teachers, who attended Vermont educator preparation programs (EPPs) were prepared to use evidence-based literacy instructional practices. This project reviewed 20 course syllabi from a sample of six Vermont EPPs. These EPPs support 60% of educators recommended for certification in early childhood, early childhood special education, and elementary pathways. The syllabi were reviewed using two Innovation Configuration (ICs) maps from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. The review found that many of the EPPs offered reading and writing courses whose syllabi contained evidence of the 10 essential components identified by the IC maps. The results from the syllabi review and discussions with the EPPs following the review provide early insights into the degree to which Vermont EPPs are teaching preservice educators to use evidence-based practice in literacy instruction in their future classrooms.
A Look at California State University Admissions Requirements: How an Additional Quantitative Reasoning Course Could Affect Student Access and Success
Author: Sepanik, Susan
Date: 2022-11-00
Type: Reports - Research
Subjects: State Universities,Admission Criteria,Required Courses,College Admission,Educational Change,Educational Policy,Disadvantaged Youth,Access to Education,Equal Education,High School Graduates,College Bound Students,Educational Research

For the past several years, the California State University (CSU) has been investigating a proposal to add one year of high school quantitative reasoning coursework to the current CSU first-year admissions requirements, often referred to as A-G courses. Qualifying quantitative reasoning courses would include courses in mathematics (area C), science (area D), and quantitative reasoning-focused college preparatory electives (area G) and would require a grade of C- or better. In January 2020, the CSU Board of Trustees commissioned a third-party, independent analysis of the planned implementation and potential impact of the proposed requirement. MDRC is conducting this analysis with the goal of better understanding the potential effects the proposed policy change might have on students' access to and success at the CSU, particularly for students from backgrounds that are historically underrepresented at universities, including Black and Latinx students and students from families with low incomes. The study further explores the capacity of school districts and high schools across the state to implement the proposed policy change in a way that ensures equity across student groups and identifies supports and resources that may be needed for effective implementation. The study includes both a qualitative analysis of interview data collected from interested parties across the state and a quantitative analysis of student- and school-level records collected from the California Department of Education (CDE) and the CSU. The good news coming out of this research is that the vast majority of California high school graduates that may aspire to attend the CSU are already taking and passing an additional quantitative reasoning course even though it is not currently required.
State of the States 2022: Teacher and Principal Evaluation Policies
Author: Swisher, Abigail
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Administrator Evaluation,Principals,Educational Policy,Teacher Effectiveness,Evaluation Methods,State Policy,Observation,Academic Achievement,Standardized Tests,Student Evaluation of Teacher Performance,Feedback (Response)

Strong teacher and principal evaluation systems have the potential to help teachers and principals improve their practice, to exit teachers who are perennially ineffective, to retain teachers who are effective and learn from them, and to increase the overall quality of a district's teacher workforce. As states respond to widespread concerns (both real and perceived) about teacher shortages and resignations, evaluation systems also have a role to play: Schools need access to fair, valid evaluation systems to help identify and retain highly effective teachers and principals, as well as to support those who are struggling. Given the importance of state policies to set the conditions for successful evaluation systems, National Council on Teacher Quality has regularly collected data, starting in 2011, to chart states' progress in adopting evidence-based evaluation practices. This report analyzes statewide policies for teacher and principal evaluations in the 50 states and the District of Columbia, using data collected in fall of 2021 and verified by states in early 2022, in order to answer the following questions: (1) What role does the state play in teacher and principal evaluation design?; (2) What components are included in a teacher or principal's evaluation?; (3) When, where, how, and by whom are evaluations conducted?; and (4) Are evaluations used for support and improvement?
Treading Water: Effects of the COVID-19 Pandemic on Youth Transitions. Research Report
Author: Forrest, Cameron
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,Youth,Experience,Education,Employment,Training,Family Environment,Well Being,Life Satisfaction,Mental Health,Out of School Youth,College Attendance

The COVID-19 pandemic has posed severe challenges to health systems and economies around the world. While Australia has fared better than many countries in limiting collective and individual hardship, the impact of personal losses and lockdowns, along with a drastically changed global environment, has had a toll on young Australians especially. As with all economic downturns, young people have been particularly exposed to unemployment, lost earnings and reduced opportunities for education and social wellbeing. Using data from the Longitudinal Surveys of Australian Youth (LSAY), this report examines the lived experiences of Australians aged about 20 years in 2020, during the peak and aftermath of the second wave of infections. Notwithstanding the variations between states and territories, which are likely to be obscured by reporting on Australia-wide trends, the LSAY data for 2020 are well positioned to capture the effects of the COVID-19 pandemic on Australian youth (also noting that, at the time of writing, the pandemic is ongoing and additional waves of infections occurred in Australia during 2021 and 2022). This report summarises the key events, relevant policy announcements and the extant literature on the effects of the COVID-19 pandemic on young people in Australia. The various sub-sections have been organised according to the topic areas covered by the LSAY questionnaire, the data for which are explored in the sections that follow.
Persistence and Graduation Indicators of Postsecondary Students by Parental Income, 2012/2013 Entry Cohort. Education, Learning and Training: Research Paper Series. Catalogue No. 81-595-M
Author: Van Bussel, Melissa
Date: 2022-07-19
Type: Reports - Research
Subjects: Academic Persistence,Educational Indicators,Graduation Rate,College Students,Parent Background,Income,Low Income Students,Social Differences,Foreign Countries,Gender Differences,Age Differences,Time to Degree

This fact sheet explores the association between parental income and the pathways of young adults in postsecondary education for students who began their studies in the 2012/2013 academic year. Students from low-income families have previously been shown to have lower rates of educational access and attainment. This fact sheet focuses on persistence and graduation indicators, which are now released annually, and furthers the analysis of these indicators by adding a parental income quartile dimension. Overall, the findings provide the following insights: (1) Students in the highest parental income quartile remained enrolled (persisted) and graduated at higher rates than students from the lowest parental income quartile for all selected educational qualifications and groupings. The differences in indicators by the level of parental income were more notable for the graduation rates than for the persistence rates; and (2) For students who graduated, those in the highest parental income quartile graduated as fast or faster than students in the lowest parental income quartile for all selected educational qualifications and groupings, though these differences were generally small. These findings are consistent with similar studies regarding postsecondary experiences of students by socioeconomic status.
Generating Traction with Continuous Improvement: Lessons from Two Learning Networks
Author: Gallagher, H. Alix
Date: 2022-07-00
Type: Reports - Research
Subjects: Educational Improvement,Postsecondary Education,Success,College Readiness,Program Effectiveness,Partnerships in Education,Measurement Techniques,Outcomes of Education,Program Evaluation,High School Students,Access to Education

Continuous improvement has a prominent place in California's approach to educational accountability. But while there are proof points that show the potential of continuous improvement, currently there is not evidence that continuous improvement efforts are consistently leading to sustainable improvement in student outcomes and system functioning. This report analyzes the experiences of two organizations serving as the hubs of improvement networks, both of which led networks seeking to increase the proportion of students on track for postsecondary success during the 2020-21 school year. The researchers analyzed their work to learn lessons about how to improve the consistency of success of initiatives using continuous improvement. They analyzed data to examine the improvement work of each school or district participating in a learning network. For analysis, they used Coburn's (2003) four dimensions of reform at scale--depth, spread, ownership, and sustainability--as indicators of traction. [For the summary, &quot;Supporting Improvement in Networks: Key Takeaways for Districts, County Offices, and External Support Providers,&quot; see ED624979.]
Supporting Improvement in Networks: Key Takeaways for Districts, County Offices, and External Support Providers
Author: Gallagher, H. Alix
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Policy,Policy Analysis,Educational Improvement,Graduation Rate,High School Students,College Readiness,Coaching (Performance),Meetings,Networks,Guidelines,Educational Change,Specialists,Counties,State Departments of Education,Outcomes of Education,State Policy,Trust (Psychology),Faculty Development

During the 2020-2021 school year, the Policy Analysis for California Education (PACE) examined two hubs leading continuous improvement networks focused on increasing the rate at which students are on track to graduate high school positioned for postsecondary success. Both hubs offered: (1) coaching, with expectation of monthly meetings; (2) professional development from hub staff and external content experts; (3) frameworks, tools, and common data to promote reform efforts; and (4) access to a network of sites doing similar work. This is a companion document to the report &quot;Generating Traction with Continuous Improvement: Lessons from Two Learning Networks&quot; (ED624973). It summarizes the main findings about the ways hubs of learning networks--external support providers, county offices of education, or districts working with their schools--can help an improvement project gain traction toward improving student outcomes at scale.
Advancing Equity for Indigenous Students: A Cross Comprehensive Center and Regional Educational Laboratory Collaboration
Author: Region 13 Comprehensive Center (R13CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Indigenous Populations,American Indian Students,Elementary Secondary Education,American Indian Education,Communities of Practice

In the past year, the Region 15 Comprehensive Center (R15CC), Region 13 Comprehensive Center (R13CC), and Regional Educational Laboratory West (REL West) partnered to convene directors of Indian education at state education agencies (SEAs) to learn together, explore challenges and opportunities of practice, and advance equity for Native students. This brief describes the need for this monthly convening and the collaborative approach of R15CC, R13CC, and REL West to facilitate this Community of Practice (CoP), and initial results.
Program Messaging Toolkit
Author: Region 14 Comprehensive Center
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Leaders,Organizational Communication,Language Usage,Attitudes,Writing (Composition),Communication Strategies,Program Administration

The purpose of this toolkit is to help education leaders craft written language that conveys their work clearly, effectively, and in a way that resonates with their intended audiences--otherwise known as messaging. Written messaging is the most critical approach for achieving coherence, consistency, and resonance. It ensures the audiences are hearing the same thing across all staff, materials, and touchpoints.
Differences in Tenure Status and Feelings of Fairness in Hiring and Promotions among Male and Female Faculty in Canadian Universities. Insights on Canadian Society. Catalogue No. 75-006-X
Author: Uppal, Sharanjit
Date: 2022-09-01
Type: Reports - Research
Subjects: Gender Differences,Tenure,College Faculty,Equal Opportunities (Jobs),Teacher Selection,Teacher Promotion,Age Differences,Academic Rank (Professional),Foreign Countries,Teacher Attitudes,Teacher Characteristics

This study uses 2019 data from the University and College Academic Staff System to examine gender differences in tenure status among faculty in Canadian universities. It also uses the Survey of Postsecondary Faculty and Researchers to examine feelings of fairness in hiring and promotions. (1) In 2019, almost 6 in 10 full-time university faculty members in Canada were men. Male university faculty are older and more likely to be full professors than women; (2) Female faculty are less likely to be in tenured positions than male faculty. In 2019, less than two thirds (63%) of female faculty held such positions, compared with three quarters (75%) of their male counterparts; (3) Once multiple factors associated with tenure were considered (including time since completion of the highest degree and the highest level of education), the gender gap in tenure was reduced. However, women remained less likely to be in tenured positions than men (68% versus 71%); (4) Female faculty were less likely to feel that hiring was fair and equitable at their institution. Specifically, around 20% of women surveyed disagreed or strongly disagreed that hiring was fair and equitable at their institution, compared with 12% of men; (5) Women (23%) were also more likely than men (14%) to state that they disagreed or strongly disagreed that promotions were fair and equitable at their institution; and (6) Other groups that were less likely to feel that hiring was fair and equitable included faculty belonging to racialized groups, faculty members with a disability and sexual minority female faculty. In addition, faculty members with a disability and women who belong to racialized groups were less likely to feel promotions were fair and equitable. [This study was funded by Women and Gender Equality Canada (WAGE).]
The Impact of the COVID-19 Pandemic on the Proportion of Youth Not in Employment, Education or Training: A Regional Analysis and International Perspective. Education Indicators in Canada: Fact Sheet. Catalogue No. 81-599-X
Author: Layton, Jaclyn
Date: 2022-10-18
Type: Reports - Evaluative
Subjects: Foreign Countries,Out of School Youth,Unemployment,COVID-19,Pandemics,Labor Market,School Closing,Immigrants,Indigenous Populations

The proportion of youth not in employment, education or training (NEET) is an indicator that is used worldwide to identify youth at risk of social disconnection and exclusion during their transition from education to employment. Over the course of the pandemic, measures put in place to prevent the spread of COVID-19 posed unprecedented disruptions for youth aged 15 to 29 with the shift to virtual learning, loss of employment opportunities and the decline of mental health and wellbeing. NEET rates for youth aged 15 to 29 increased in response to these changing economic and social conditions. While the economic fallout that resulted from the global health crisis has reached far and wide -- the international, regional, and individual impacts on NEET rates are varied. This fact sheet presents data from the Labour Force Survey (LFS) and the Organisation for Economic Co-operation and Development (OECD) between 2019 and 2021. The data is presented by age group, selected OECD member country, province/territory and individual characteristics to better understand youth transitions between education and the labour market in Canada before and during the first two years of the pandemic.
Educational Pathways of Individuals Who Discontinue Their Apprenticeship Programs. Education, Learning and Training: Research Paper Series. Catalogue No. 81-595-M
Author: Jin, Hyeongsuk
Date: 2022-09-27
Type: Reports - Research
Subjects: Apprenticeships,Dropouts,Stopouts,Withdrawal (Education),Experience,Employment,Self Employment,Income,Foreign Countries,Educational Attainment,Gender Differences,Career Choice,Reentry Students

Many factors impact one's ability to complete an apprenticeship program. According to the 2015 National Apprenticeship Survey, the most commonly stated reasons for not completing an apprenticeship program were job instability, receiving a better job offer and financial constraints. This survey also showed that apprentices who dropped out of their programs experienced difficulties securing permanent employment with adequate benefits and were more likely to be self-employed (Frank &amp; Jovic, 2017). In addition, those who discontinued had a lower median employment income compared with those who completed their training (Jin, Langevin, Lebel and Haan, 2020). Using data from the Education and Labour Market Longitudinal Platform (ELMLP), this study looks at apprentices who registered between 2008 and 2010 and discontinued their apprenticeship programs within six years of registration. Their future interactions with the Canadian postsecondary education system, up to 2020, are then profiled.
Newcomer Students&apos; English Language Development: A Summary Brief
Author: Umansky, Ilana
Date: 2022-10-00
Type: Reports - Research
Subjects: Middle School Students,High School Students,Elementary School Students,Immigrants,English (Second Language),Second Language Learning,Language Acquisition,Time Factors (Learning),English Language Learners

This brief summarizes key findings from the &quot;Bilingual Research Journal&quot; article &quot;Understanding Newcomer English Learner Students' English Language Development: Comparisons and Predictors.&quot; The study analyzed incoming English proficiency and subsequent English language growth among newcomer students, and further explored how these compared to those of their non-newcomer peers classified as English learners. We found that, on average, newcomer students have low initial English proficiency levels but their English proficiency develops quickly. There is wide variation in newcomer English level and growth patterns, however, and evidence suggests that schools play an important role in fostering growth. Exploratory evidence shows that newcomers (vs. non-newcomer English learner peers) enter school at earlier stages of English proficiency but their proficiency grows faster, especially in their first 2 years.