ethanporcaro/eric-fulltext-meta huggingface dataset:
Proficiency and Vocabulary Levels of Saudi EFL Teachers: Using a Vocabulary Levels Test
Author: Al-deaij, Ghada Ali
Date: 2020-00-00
Type: Dissertations/Theses
Subjects: Language Proficiency,Vocabulary Skills,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Word Frequency,Foreign Countries,Public School Teachers,Gender Differences,Teaching Methods,Vocabulary Development,Pilot Projects

This study investigated the amount of vocabulary that Saudi EFL teachers have in Saudi Arabia. The participants included 75 Saudi EFL males' teachers and 121 Saudi EFL females' teachers, who were chosen randomly from various Saudi public schools. Moreover, the study utilized a Vocabulary Levels Test VLT, which was constructed by Webb, Sasao, and Ballance (2017) as a tool for the current research. The objectives of the study are to examine the amount of vocabulary that Saudi EFL teachers have in accordance with Vocabulary Levels Test VLT of Webb, Sasao, and Ballance (2017). Additionally, the study aimed to investigate Saudi EFL teachers' proficiency in accordance with the word frequency level attained in the Vocabulary Levels Test VLT of Webb, Sasao, and Ballance (2017). The current study utilized a statistical software, Statistical Package for Social Sciences (SPSS, version 25). The findings indicated that the performance of both genders, males and females EFL teachers, is approximately the same except in the fourth word frequency level. The results interpreted that the performance of the EFL Saudi males' teachers in the Vocabulary Levels Test VLT of Webb, Sasao, and Ballance (2017) is better than females in the fourth word frequency level. Accordingly, the Saudi EFL males' teachers in public schools are proficient than females' public schools teachers in accordance to the level attained in the Vocabulary Levels Test VLT of Webb, Sasao, and Ballance (2017).
Preparing for Back to School and Navigating Summer in the Time of COVID-19
Author: Afterschool Alliance
Date: 2020-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Summer Programs,After School Programs,Sustainability,Parent Attitudes,Program Effectiveness,Equal Education,At Risk Students,Access to Education,Child Welfare,Low Income Groups,Hunger,Access to Computers,Racial Differences,Ethnicity,Socioeconomic Influences,Student Needs,Community Programs,Low Income Students,Educational Finance,Financial Support

After six months in a COVID-19 world, with the continued uncertainty of when things will return to normal, this brief, &quot;Preparing for Back to School and Navigating Summer in the Time of COVID-19,&quot; combines findings from a survey of parents along with the second in a series of surveys of afterschool and summer providers to monitor the state of the afterschool field. The Wave 2 provider survey of 1,047 afterschool and summer program providers, conducted between July 20 and August 31, finds that providers are growing increasingly worried about their program's long-term sustainability, but despite these struggles, programs continue to provide supports to the children and families in their communities, with strong majorities of parents believing in the value of afterschool and summer programs, as well as supporting public funding for these opportunities. [For the Wave 1 brief, &quot;Afterschool in the Time of COVID-19,&quot; see ED610208.]
College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation
Author: Xu, Di
Date: 2020-12-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Dual Enrollment,College Credits,High School Students,Acceleration (Education),Program Effectiveness,College Attendance,Racial Differences,Ethnicity,Equal Education,Disproportionate Representation,Enrollment Trends,Racial Bias,School Districts,Socioeconomic Status,Low Income Students,Minority Group Students,At Risk Students,Educational Attainment,Racial Composition,High Schools,Institutional Characteristics,State Policy,Educational Policy,Geographic Location

Advanced Placement (AP) and dual enrollment (DE) are the two most popular programs that allow students to earn college credits while in high school. Researchers have noted several benefits of college acceleration programs on students' postsecondary outcomes. Particularly, these programs offer the opportunity to improve college attendance rates among underrepresented students. Yet, persistent racial disparities in student enrollment and success rates exist in these college acceleration programs. Given the benefits of AP and DE enrollment for students' college success, especially for students from underrepresented groups, racial gaps in participation rates would be important indicators of educational inequality. However, little is known about how racial gaps are distributed geographically and what factors may mitigate or exacerbate these disparities. This report discusses the patterns of racial enrollment gaps in AP and DE programs across thousands of US school districts. To explain these racial disparities in college acceleration programs, the authors analyze how school-related and non-school factors influence these gaps. The authors find that the vast majority of districts have racial enrollment gaps in both programs, with wider gaps in AP than DE. Additionally, the results indicate that geographic variations in these gaps can be explained by local and state factors. The authors also find that district and state policies that seek to provide increased college acceleration programming are associated with wider racial enrollment gaps, implying that greater resources may engender racial disparity without adequate efforts to provide equitable program access to minority students.
Trade Adjustment Assistance Community College and Career Training Grant Program: Round 4 Early Outcomes Study Report. Technical Appendices
Author: Walton, Douglas
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Community Colleges,Career Development,Grants,Federal Programs,Job Training,Outcomes of Education,Student Characteristics,Employment Level,Salaries,Educational Finance,Educational Attainment,Income,Financial Support,Data Collection,Unemployment,Insurance,Welfare Services,Wages,Poverty,Family Needs,Individual Characteristics

This document includes seven technical appendices that accompany the main report, &quot;Trade Adjustment Assistance Community College and Career Training Grant Program: Round 4 Early Outcomes Study Report.&quot; The appendices include: (1) Baseline Data; (2) Follow-up Survey Data; (3) Unemployment Insurance Wage Data; (4) Service Impacts; (5) Methodology for Estimating Outcomes by Program; (6) Implementation Data Collection; and (7) Expanded Results. [This document was produced in partnership with Capital Research Corporation. For the main report, see ED610190.]
Improving Teacher Quality State Grants: ESEA Title II, Part A. Non-Regulatory Guidance. Revised
Author: Office of Elementary and Secondary Education (ED)
Date: 2006-10-05
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Teacher Qualifications,Teacher Effectiveness,State Aid,Grants,Guidance,Program Implementation,Faculty Development,School Districts,State Departments of Education,Federal Aid,Educational Finance,Eligibility,Teacher Improvement,Resource Allocation,Class Size,Higher Education,Needs Assessment,Costs,Educational Strategies

This Non-Regulatory Guidance explains how State educational agencies, local educational agencies, and State agencies for higher education can effectively and correctly use &quot;Title II, Part A&quot; funds to ensure that all teachers are qualified and effective. The Guidance in this document supersedes all prior guidance issued by the Department for the &quot;Title II, Part A&quot; program. This Guidance does not impose any requirements beyond those that the law specifies and, where possible, it encourages varying approaches and focuses on what can be done rather than on what cannot be done. Any requirements referred to in this Guidance are taken directly from the statute, with citations provided throughout. Except for explicit statutory requirements, State and local recipients are free to implement &quot;Title II, Part A&quot; activities based on their own reasonable interpretations of the law. [This guidance has been superseded by the amendments made to the Elementary and Secondary Education Act by the Every Student Succeeds Act. It remains in effect through the 2016-2017 school year for State Educational Agencies (SEAs) and Local Educational Agencies (LEAs) and through the 2017-18 school year for State Agencies for Higher Education (SAHE) grantees. Much of this guidance is still applicable beyond 2016-2017, except where explicitly noted in the most recent &quot;Title II, Part A&quot; guidance (ED610240).]
Incentivize Individual Agency to Achieve Upward Mobility. Sketching a New Conservative Education Agenda
Author: Rowe, Ian
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Incentives,Personal Autonomy,Social Mobility,African Americans,Evidence Based Practice,Curriculum Development,One Parent Family

Today's public discourse is dominated by the disempowering narrative that a black person can do nothing individually to close the racial wealth gap. And yet, there are decisions within the control of black kids--and children of all races--that can increase their likelihood to achieve improved economic outcomes. We have a moral imperative to encourage young people of all races to adopt a new cultural norm around education, work, and responsible parenthood: the success sequence. Educators and philanthropists should develop evidence-based curricula that help young people build agency by teaching the success sequence in schools, encourage wealth creation by improving access to venture capital, and organize social and mass media campaigns to normalize a new set of behavioral expectations around family formation.
Make Reform Voluntary: State-Level Competitive Grants. Sketching a New Conservative Education Agenda
Author: Smarick, Andy
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Educational Change,State Aid,Competition,Grants,Educational Policy,Elementary Secondary Education

Possibly the defining feature of K-12 policy reform over the past several decades has been the growth of state-level decision-making. This, however, comes at a steep cost: Different communities are less able to make different decisions about their schools. This leads to a level of standardization that ill fits American pluralism. States should pause the adoption of new uniform, statewide K-12 policies. Instead, over the next decade, if state governments want to change the direction of their public schools, they should use competitive-grant programs. In many cases of education policy, states can incur virtually no costs while forcing schools and districts to do things. Competitive grants force state governments to put some skin in the game. An era of state-level competitive grants would enable local practitioners and social entrepreneurs to lead the charge--by either innovating within the parameters of a state-level incentive grant program or forgoing such programs entirely and setting off on their own.
Evaluation of the Comprehensive School Reform Program Implementation and Outcomes. Fifth-Year Report
Author: Orland, Martin
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Program Evaluation,Educational Change,Educational Improvement,Program Implementation,Academic Achievement,Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Assessment,Comprehensive Programs,Comprehensive Guidance,School Restructuring,Program Effectiveness,Educational Policy,Educational Finance,Grants

This &quot;Fifth-Year Report&quot; from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) is the final report on the outcomes of the federally funded Comprehensive School Reform (CSR) program. It presents findings about the relationship between participation in the U.S. Department of Education's Comprehensive School Reform program in 2002 and subsequent student achievement five years later. This report follows the study's &quot;Third-Year Report&quot; (ED504179) which presented findings as of 2005 and was published in 2008. The &quot;Fifth-Year Report&quot; examines the CSR program throughout the country and its relationship with gains in student achievement as of 2007. The CSR program was established as a demonstration program in 1998 and authorized as a full program in 2002 as part of the &quot;No Child Left Behind Act&quot; (&quot;NCLB&quot;). It is one approach to help low-performing K-12 public schools meet state performance standards. The CSR program emphasizes two major concepts. First, the approach mandates that school reform should be comprehensive in nature, strengthening all aspects of school operations--curriculum, instruction, professional development, parental involvement and school organization. Second, the CSR approach should involve the use of &quot;scientifically based research models&quot;--that is, models with evidence of effectiveness in multiple settings. In 2001, the U.S. Department of Education contracted with WestEd and COSMOS Corporation to conduct a five-year study of the CSR program; ECSRIO, which involved a survey of 500 CSR schools and 500 comparison schools; case studies of 30 sites; and analyses of student achievement in all schools receiving CSR funding in 2002. This report presents the fifth-year findings of this study.
The Intelligent Donor&apos;s Guide to College Giving. Second Edition
Author: Neal, Anne D.
Date: 2011-03-00
Type: Guides - General
Subjects: Donors,Higher Education,Educational Finance,Endowment Funds,Fund Raising,Philanthropic Foundations,Private Financial Support,Decision Making,Goal Orientation,Alumni,Institutional Characteristics,Planning

This guide provides step-by-step instructions for donors on how to target their giving, with profiles of successful gifts. American philanthropists long have been generous in their support of colleges and universities. But donors do not always find the results they envisioned for their generosity and good intentions. ACTA has responded by publishing &quot;The Intelligent Donor's Guide to College Giving.&quot; Find out how to ensure, in the words of philanthropist and investor Stephen Friess, &quot;that philanthropic dollars are investments in the values of American and its future.&quot;
Living in Pasteur&apos;s Quadrant: How Conversational Duets Spark Language at Home and in the Community
Author: Hirsh-Pasek, Kathy
Date: 2018-00-00
Type: Journal Articles
Subjects: Low Income Students,Language Acquisition,Vocabulary Development,Achievement Gap,Intervention,Toddlers,Parent Child Relationship,Caregiver Child Relationship,Prompting

In 1995 scientists, educators, and policymakers were startled by the claim that low-income children in the United States heard 30 million fewer words than their middle-income peers. Because language is the single best predictor of later academic readiness, this gap can have consequences for children in school and beyond. Language researchers know much about the types of interactions that foster a strong foundation in language learning and about the kinds of interactions that can narrow the disparities. This article reviews the growing consensus in the field about how to reduce language gaps and challenges scientists to put the latest research on early language in the hands of parents and teachers who work with children every day. Our work connects the lab, the home, and the community and demonstrates a synergy between basic and applied science noted in the classic, &quot;Pasteur's Quadrant.&quot; [This article was published in &quot;Discourse Processes&quot; (EJ1282376).]
How Does a State or Local Educational Agency Allocate Funds to Charter Schools That Are Opening for the First Time or Significantly Expanding Their Enrollment? Nonregulatory Guidance. 34 CFR Part 76, Subpart H
Author: Office of Elementary and Secondary Education (ED)
Date: 2000-12-00
Type: Reports - Descriptive
Subjects: State Agencies,School Districts,Educational Planning,Program Design,Program Implementation,Charter Schools,Federal Legislation,Elementary Secondary Education,Educational Legislation,Resource Allocation,Educational Finance,Eligibility,Funding Formulas,Grants,Disabilities,Equal Education

The United States Department of Education's (Department or ED) Public Charter Schools Program (PCSP) provides support for the planning, program design, and initial implementation of charter schools; the evaluation of the effects of charter schools; and the dissemination of information about charter schools and successful practices in charter schools. The PCSP was originally authorized in October 1994, under Title X, Part C of the Elementary and Secondary Education Act of 1965 (ESEA), 20 U.S.C. 8061-8067. Congress reauthorized the program in October 1998 by enacting the Charter School Expansion Act of 1998, Public Law No. 105-278. As amended, section 10306 of the ESEA requires the Secretary and State educational agencies (SEAs) to take measures to ensure that charter schools receive the Federal-to-State formula funds for which they are eligible within five months of opening or expanding their enrollment. On December 22, 1999, the Secretary published in the Federal Register (64 Fed. Reg. 71,964) final regulations implementing section 10306 of the ESEA (hereinafter referred to as &quot;final regulations&quot;). The final regulations set forth general requirements that States and local school districts must meet in order to ensure that charter schools opening for the first time or significantly expanding their enrollment receive the Federal-to-State formula funds for which they are eligible. This nonregulatory guidance addresses the implementation issues that have arisen under the various programs to which section 10306 of the ESEA and the final regulations apply. It does not impose requirements beyond those in the ESEA and other applicable Federal statutes and regulations.
National Assessment of Career and Technical Education: Interim Report
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Vocational Education,Federal Legislation,Educational Legislation,Grants,Secondary Education,Postsecondary Education,Job Skills,Accountability,Student Participation,Financial Support,Program Implementation,Student Characteristics,Secondary School Students,Secondary School Teachers,Access to Education,College Students,Resource Allocation,Federal Aid,State Agencies,Educational Attainment,Graduation,Graduation Rate,Academic Persistence,College Transfer Students,Placement,Course Selection (Students),Academic Achievement,Employment Level,Wages,Urban Schools,Program Effectiveness,Nontraditional Occupations,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status

The &quot;Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV)&quot; reinforces a longstanding federal commitment to supporting career and technical education (CTE). Although federal contributions account for only a fraction of total state and local spending on CTE, federal policy has had, and continues to have, a large influence on state and local programs and policies. Over time, as national attention has turned to globalization and its implications for a more highly skilled workforce, so too has &quot;Perkins IV's&quot; emphasis shifted, with current legislation aimed at raising the academic and technical rigor of secondary and postsecondary CTE instruction to prepare students for entry into high-skill, high-wage, or high-demand occupations. Perkins IV attempts to strengthen CTE and improve its quality primarily by increasing the emphasis on accountability and introducing programs of study (POS) that, among other things, integrate and align secondary and postsecondary levels across challenging and rigorous academic and technical content. Under &quot;Perkins IV,&quot; Congress mandated a National Assessment of Career and Technical Education (NACTE) to evaluate the implementation of the law and its outcomes. This interim report is the first of two reports. The purpose of this NACTE interim report is two-fold: (1) To describe the overall research approach to meeting the congressional mandate; and (2) To present interim findings to date from the national assessment focused on participation, outcomes and international comparisons of secondary school CTE.
Reopening Washington Schools 2020: Dual Credit and Postsecondary Planning
Author: Jeffries-Simmons, Tennille
Date: 2020-00-00
Type: Guides - General
Subjects: School Closing,Educational Change,COVID-19,Pandemics,Dual Enrollment,Postsecondary Education,Educational Planning,Access to Education,Equal Education,School Districts,Minority Group Students,English Language Learners,Low Income Students,Disadvantaged,Students with Disabilities,Inclusion,Academic Advising,State Legislation,Educational Legislation,Grading,Academic Records,High School Students

This guidance focuses on how school districts in Washington state can plan and respond to the challenges of the 2020-21 school year, specific to closing equity gaps in dual credit access and success and postsecondary transitions. The COVID-19 pandemic has highlighted the significant inequities inside of education systems that districts across the state have been fighting to close for years. In Washington, students of color, students from low-income backgrounds, students with disabilities, and students who are English learners are more likely to be left out when it comes to dual credit and postsecondary enrollment. If districts take one step, it should be this: use disaggregated data to identify students furthest from educational justice and deploy tiered supports to increase dual credit access/success and postsecondary planning. Districts are not alone in this work. This guidance was developed collaboratively with community-based organizations across the state that are focused on these topics (particularly among Washington's most underserved students), as well as public and private postsecondary institutions. This document includes a high-level summary of the recommendations, a deeper dive into each of the recommendations paired with resources for K-12 educators, and appendices with additional contacts and tools.
PreACT-Tested Students in ACT&apos;s 2020 Graduating Class: A Summary of Performance and Growth. ACT Research &amp; Policy. Data Byte
Author: Allen, Jeff M.
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Academic Achievement,Scores,Achievement Gains,Minority Group Students,Low Income Students,Racial Differences,Social Differences

This Data Byte presents a summary of findings among students in the 2020 ACT-tested graduating class, over 225,000 of whom took the PreACT® test before taking the ACT® test. Five findings are highlighted: (1) PreACT-tested students scored higher on the ACT test; (2) Average gain from the PreACT to the ACT varies across subjects; (3) Average gain from the PreACT to the ACT increases with course rigor and performance; (4) Average gains from the PreACT to the ACT are lower for underrepresented racial/ethnic groups, but much of the difference is explained by course performance, rigor, and school characteristics; and (5) Average gains from the PreACT to the ACT increased with family income level, but much of the increase is explained by course performance, rigor, and school characteristics.