ethanporcaro/eric-fulltext-meta huggingface dataset:
Report of the Commissioner of Education for the Year 1897-98. Volume 2. Containing Parts II and III
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1899-00-00
Type: Historical Materials
Subjects: Children,Research,Modern Languages,Colleges,Institutional Characteristics,State Government,Government Role,Statistical Data,Health,Educational Environment,Biblical Literature,Religious Education,Higher Education,Public Schools,State Colleges,Teaching Methods,Agricultural Education,Exhibits,Foreign Countries,Animals,Animal Husbandry,Professional Education,Industrial Education,Teacher Education,Secondary Schools,Urban Schools,Business Education,African American Education,Students with Disabilities,Special Education,Correctional Education,Institutionalized Persons,Correctional Institutions,Private Schools,Kindergarten,Death,Elementary Education

This is Volume 2 of the Report of the Commissioner of Education for the Year 1897-98, containing Parts II and III. Part II contains the chapters: (1) Child Study in the United States; (2) Report of the Committee of Twelve of the Modern Language Association of America; (3) University Types and Ideals; (4) State Supervision of Degree-Conferring Institutions; (5) Report on School Statistics, made by a Committee of the Department of Superintendence of the National Educational Association; (6) Medical Inspection of Schools; (7) Bible Study in American Colleges; (8) The Bible in the Public Schools and State Universities; (9) Methods of Instruction in Agriculture; (10) Consular Reports; (11) Current Questions; (12) Miscellaneous Educational Topics; (13) The Trans-Mississippi and International Exposition, Held in Omaha, Nebr., 1898; (14) List of Foreign Universities and Other Institutions of Higher Education; (15) Report on Education in Alaska; and (16) Eighth Annual Report of the Introduction of Domestic Reindeer into Alaska. Part III contains the chapters: (1) Institutions for Higher Education; (2) Professional Schools; (3) Agricultural and Mechanical Colleges; (4) Statistics of Normal Schools; (5) Statistics of Secondary Schools; (6) City School Systems; (7) Manual and Industrial Training; (8) Commercial Education; (9) Education of the Colored Race; (10) Schools for the Defective Classes; (11) Reform Schools; (12) Public and Private Kindergartens; (13) Necrology of 1897; and (14) Statistics of Elementary Education in Foreign Countries. [For &quot;Report of the Commissioner of Education of the Year 1897-98. Volume 1. Containing Part I,&quot; see ED622137.]
Florida International University Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Strategic Planning,Educational Finance,Educational Indicators,Research Universities,Improvement Programs,Enrollment,Educational Quality,Achievement,Graduation Rate,Institutional Characteristics,Outcomes of Education,Performance,Financial Support,Planning,Costs,Grade Point Average,Student Financial Aid,Doctoral Programs,Scores,Achievement Tests,Standardized Tests,Academic Persistence,Expenditures,College Freshmen,Time to Degree,Academic Degrees,Student Characteristics,Intellectual Disciplines,Certification,College Faculty,College Entrance Examinations

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;Florida International University Accountability Plan, 2021,&quot; see ED613745.]
Florida Polytechnic University Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Polytechnic University Accountability Plan, 2021,&quot; see ED613751.]
Florida Atlantic University Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education,Research Universities

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Atlantic University Accountability Plan, 2021. Revised,&quot; see ED613750.]
Linkage between Fields of Concentration in High School Career-Technical Education and College Majors. Working Paper No. 269-0722
Author: Xu, Zeyu
Date: 2022-07-00
Type: Reports - Research
Subjects: High School Graduates,Academic Persistence,Postsecondary Education,Vocational Education,High School Students,Correlation,Occupations,Vocational Interests,College Students,Two Year Colleges,College Attendance,Career Choice,Student Characteristics,Majors (Students)

In this descriptive study, we use longitudinal student-level administrative records from 4 cohorts of high school graduates in Kentucky to examine the extent to which students persist and attain post-secondary credentials in the CTE fields of concentration they choose in high school. To our knowledge, this is the first paper to use student-level administrative data to examine how different fields of concentration in high school CTE are related to future postsecondary outcomes. We find that concentrating in a particular CTE field in high school is associated with both continuing on with that same field in college and obtaining a postsecondary credential in that field; this relationship is especially strong in health fields and especially for women in health. The secondary-postsecondary connection is the weakest among students concentrating in occupational fields in high school, who are also the most disadvantaged socioeconomically and academically before high school. Despite the existence of secondary-postsecondary pipelines of career interests, most students enroll and obtain credentials in fields that are &quot;different&quot; from the field of concentration in high school. In addition, relative to students with similar pre-high-school achievement as measured by grades and test scores, we find that CTE concentration in high school is strongly associated with being more likely to enroll in a two-year college and less likely to enroll in a four-year college.
An Evaluation of Montessori Education in South Carolina&apos;s Public Schools
Author: Culclasure, Brooke T.
Date: 2018-00-00
Type: Reports - Research
Subjects: Program Evaluation,Montessori Schools,Montessori Method,Public Schools,Program Implementation,Fidelity,School Demography,Academic Achievement,Student Behavior,Outcomes of Education,Creativity,Interpersonal Competence,Study Habits,Executive Function,Teacher Attitudes,Job Satisfaction

With support from the Self Family Foundation and the South Carolina Education Oversight Committee, the Riley Institute has completed a multi-year study of Montessori education in South Carolina's public schools, the most comprehensive evaluation of public Montessori ever conducted in the United States. Between 2011 and 2016, this mixed-method study examined how Montessori impacts stakeholders in South Carolina and provided information needed to guide future investment in Montessori education. Researchers investigated the following as parts of the study: the extent to which schools implemented Montessori with fidelity; the demographic makeup of public school Montessori students; the effect of Montessori education on academic and behavioral outcomes; the impact of Montessori education on creativity, social skills, work habits, and executive function; and Montessori teachers' perspectives on job satisfaction and the challenges of Montessori in the public sector. The study results demonstrate that students in public school Montessori classrooms across the state are faring well, as compared to similar non-Montessori public school students, when examining academic, behavioral, and affective outcomes.
Florida Agricultural and Mechanical University Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education,Black Colleges,Land Grant Universities

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Agricultural and Mechanical University Accountability Plan, 2021,&quot; see ED613749.]
Florida Gulf Coast University Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;Florida Gulf Coast University Accountability Plan, 2021,&quot; see ED613719.]
New College of Florida Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;New College of Florida Accountability Plan, 2021,&quot; see ED616931.]
The Impact of the Introduction of Progress 8 on the Uptake of Qualifications in English Schools -- An Update for 2017/18 to 2019/20. Research Report
Author: Gill, Tim
Date: 2022-04-07
Type: Reports - Research
Subjects: Foreign Countries,Accountability,Grades (Scholastic),Academic Achievement,Program Effectiveness,Institutional Characteristics,Socioeconomic Status,Racial Differences,Ethnicity,School Effectiveness,Intellectual Disciplines,Standardized Tests,Qualifications,Secondary Education,Racial Composition,Course Selection (Students)

This report is an updated version of analyses undertaken in previous years (Gill and Crawford, 2016; Gill, 2017; Gill, 2018) looking at the impact of the introduction of new accountability measures (Progress 8) on the qualifications and subjects taken by students at the end of Key Stage 4 (KS4). The focus of this report is on changes to the uptake of qualifications and subjects since the introduction of Progress 8. However, to provide some context and to give an indication of long term trends, results are presented for all years from 2007/08 to 2019/20. This time period includes some other important changes to accountability measures, such as the introduction of the English Baccalaureate (EBacc) performance measure in 2010 and the change to eligibility for performance tables of qualifications following the publication of the Wolf review of vocational education. The results presented in this report suggest that most schools are now fully adjusted to Progress 8 as the main accountability measure. [For the previous report, &quot;The Impact of the Introduction of Progress 8 on the Uptake of Qualifications in English Schools - An Update for 2016/17. Research Report,&quot; see ED622150.]
The Impact of the Introduction of Progress 8 on the Uptake of Qualifications in English Schools -- An Update for 2016/17. Research Report
Author: Gill, Tim
Date: 2018-12-00
Type: Reports - Research
Subjects: Foreign Countries,Accountability,Grades (Scholastic),Academic Achievement,Program Effectiveness,Institutional Characteristics,Socioeconomic Status,Racial Differences,Ethnicity,School Effectiveness,Intellectual Disciplines,Standardized Tests,Qualifications,Secondary Education,Racial Composition,Course Selection (Students)

This report is an updated version of an analysis undertaken last year (Gill, 2017) which looked at the impact of the introduction of new accountability measures (Attainment 8 and Progress 8) on the qualifications and subjects taken by students at the end of Key Stage 4 (KS4). It adds in data from the 2016/17 academic year, which was the second year in which schools were subject to the new measures. An extra analysis was undertaken this year, looking at whether changes in uptake and provision were more pronounced in schools with lower Progress 8 scores. The results presented here suggest that the introduction of Progress 8 continues to have an impact on uptake and provision of qualifications. [For the previous report, &quot;The Impact of the Introduction of Progress 8 on the Uptake and Provision of Qualifications in English Schools. Research Report,&quot; see ED622151.]
The Impact of the Introduction of Progress 8 on the Uptake and Provision of Qualifications in English Schools. Research Report
Author: Gill, Tim
Date: 2017-10-19
Type: Reports - Research
Subjects: Foreign Countries,Accountability,Grades (Scholastic),Academic Achievement,Program Effectiveness,Institutional Characteristics,Socioeconomic Status,Racial Differences,Ethnicity,School Effectiveness,Intellectual Disciplines,Standardized Tests,Qualifications,Secondary Education,Racial Composition,Course Selection (Students)

The recent introduction of new accountability measures in English schools, such as Progress 8, may have had an impact on the qualifications and subjects taken by students and offered by schools in England. The main headline measure by which schools are judged has been changed from the proportion of students achieving 5 or more GCSE grades A* to C (including English and maths) to a measure of the progress made by students between the end of primary school and the end of Key Stage 4. The new measure is based on performance in the best 8 subjects, which must include English and maths and at least 3 'EBacc' subjects. Schools were first subject to this new accountability measure in the 2015/16 academic year. This research investigates whether any effect has been found to date, in terms of changes to uptake and provision of different qualifications and subjects, and considers what the impact might be in the future. The focus of this report is on changes to the uptake of qualifications and subjects in the last year, following the introduction of Progress 8. However, to provide some context and to give an indication of long term trends, results will be presented for all years from 2007/08 onwards. This time period includes some other important changes to accountability measures. Data was taken from the National Pupil Database (NPD) from each year between 2007/08 and 2015/16. As well as an overall analysis of changes to uptake and provision, this research also investigated changes in different groups of schools. For this analysis schools were classified by school type, by attainment and by deprivation. It is clear from the analysis that the introduction of Progress 8 has impacted significantly on the uptake and provision of qualifications and subjects.
Costs of Evidence-Based Early Childhood Home Visiting: Results from the Mother and Infant Home Visiting Program Evaluation. OPRE Report 2022-01
Author: Corso, Phaedra S.
Date: 2022-06-00
Type: Reports - Research
Subjects: Evidence Based Practice,Home Visits,Preschool Children,Child Development,Program Effectiveness,Costs,Resource Allocation,Infants,Toddlers,Family Needs,Parent Education,Services,Prenatal Care,Mothers,Neonates,Well Being,Child Health,Parenting Skills,School Readiness,Violence,Crime,Family Income,Referral,Cost Effectiveness

Children develop fastest in their earliest years, and the skills and abilities they develop in those years lay the foundation for their future success. Similarly, early adverse experiences can contribute to poor social, emotional, cognitive, behavioral, and health outcomes both in early childhood and later life. Children who grow up in families with lower incomes tend to be at greater risk of encountering adverse experiences that negatively affect their development. One approach that has helped parents and their young children is home visiting, which provides individually tailored support, resources, and information to expectant parents and families with young children. Many early childhood home visiting programs aim to support the healthy development of infants and toddlers, and work with families with low income, in particular, to help ensure their well-being. In 2010, Congress authorized the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program, which also appropriated funding for fiscal years 2010 through 2014. Subsequent laws extended funding for the program through fiscal year 2022. The initiation of the MIECHV Program began a major expansion of evidence-based home visiting programs for families living in communities that states identified as &quot;at risk.&quot; The legislation authorizing MIECHV required an evaluation of MIECHV in its early years, which became the Mother and Infant Home Visiting Program Evaluation (MIHOPE). The overarching goal of MIHOPE is to learn whether families and children benefit from MIECHV-funded early childhood home visiting programs as they operated from 2012 through 2017. In addition, MIHOPE includes a cost analysis to estimate the cost of providing evidence-based home visiting to families. This report describes local programs' home visiting costs for the year after families begin receiving services and how those costs are allocated between meeting specific families' needs and other home visiting program activities. The analysis presented in this report has two main goals: (1) Examine the allocation of resources at MIECHV-funded programs in the MIHOPE cost analysis sample; and (2) Estimate the cost for each family served in MIHOPE and investigate how these costs differ across families, local programs, and evidence-based models.
Examining the Psychological Sense of School Membership among the Basic School Students
Author: Subedi, Khim Raj
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Sense of Community,Group Membership,Interpersonal Relationship,Group Unity,Teacher Student Relationship,Grade 8

Studies on Psychological Sense of School Membership (PSSM) have been widespread globally for three decades. However, it has not been discussed in the context of Nepali schools' education. A positive sense of belongingness to schools among the students is essential to foster their good academic achievement as well as their mental health. Furthermore, it also increases students' motivation and peer adjustment. This study uncovers the sense of school belongingness of grade eight students in community schools in Nepal employing a descriptive survey design under quantitative research. The five points PSSM scale, a valid and widely used measurement scale, has been used to examine the students' perceptions about their school membership. Four major concepts have emerged from the data analysis: sense of attachment with school, sense of acceptance, sense of school ownership, and sense of respect and honor. Results revealed that students lack a strong sense of membership towards their school although they have feelings of attachment with their school. While students have a strong perceived sense of school ownership, they feel of being a weaker relationship with their teachers. Therefore, the study has immediate application to create awareness about the psychological sense of school membership among students and PSSM into academic discourse so that the Ministry of Education can initiate the necessary measures for improved students' learning.