ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education. CompetencyWorks
Author: Lopez, Nina
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Educational Quality,Equal Education,Educational Benefits,Skill Development,Educational Opportunities,Elementary Secondary Education,Educational Policy,Sustainability,Educational Innovation,Program Implementation,Design,Capacity Building,Educational Strategies,Culturally Relevant Education

K-12 education in the United States and across the world is at a turning point. The steady march towards equality and justice within the country has changed the context for the education system. At the same time, rapid and unpredictable changes in society and culture have created new expectations for education, changing what is needed for education systems to provide for students and society. The traditional system of public education was not designed with this context or these expectations in mind. The promise of, and demand for competency-based education has never been greater. This paper and the ideas within it offer a resource for the field at a critical time in its evolution. The number of schools and districts implementing competency-based models has steadily increased over the past few years. There are many reasons why districts turn to competency education, including lifting the ceiling on learning so that students can excel beyond their grade levels; ensuring students are building higher order skills; seeking to offer students a richer education beyond preparation for college and careers; opening up more opportunities for students to learn any place, any time; and, responding to demographic changes. This publication seeks to advance K-12 competency education along four key issues: quality, equity, meeting students where they are, and policy. K-12 education in the United States and across the world is at a critical point in its evolution, and the demand for competency education has never been greater. The four key issues outlined in this report are critical to enabling competency-based education to scale with quality and sustainability over the long term. The report provides actionable recommendations on how the field can advance through the next wave of innovation and implementation. [Contributing authors to this report include: Antonia Rudenstine, Dixie Bacallao, Sydney Schaef, Maria Worthen, Dale Frost, Natalie Truong, Ashley Jones, and Natalie Abel.]
Summer Reading Makes a Difference for Colorado Families. Fast Facts. Number 332
Author: Hofschire, Linda
Date: 2015-00-00
Type: Reports - Research
Subjects: Summer Programs,Reading Programs,Public Libraries,Library Services,Parent Surveys,Literature Appreciation,Reading Skills,Program Effectiveness,Children

Each year, Colorado public libraries offer engaging summer reading programs to encourage children and teens to read for fun and to prevent summer learning loss. In summer 2014, the Colorado State Library invited Colorado public libraries to ask parents in their communities to help evaluate the effectiveness of these programs by completing a survey. Sixteen libraries chose to participate, and 672 parents/caregivers completed the survey. About half of all respondents reported that their children's enjoyment of reading, reading skills, and reading by choice increased after participating in summer reading. These outcomes were even more prevalent among families participating in summer reading for the first time and parents of children ages 4-6. This document breaks down these numbers and shares in parents' own words the difference summer reading made for their families.
One Book 4 Colorado 2016: Creating a Culture of Literacy. Fast Facts. Number 341
Author: Doran-Myers, Miranda
Date: 2016-00-00
Type: Reports - Research
Subjects: State Programs,Reading Programs,Books,Preschool Children,Literacy,Program Attitudes,Program Effectiveness

Founded in 2012, One Book 4 Colorado (OB4CO) is a statewide annual initiative that offers free copies of the same book to every 4-year-old in Colorado. In 2016, the book was &quot;Giraffes Can't Dance&quot; by Giles Andreae. More than 75,000 books were given away at more than 500 sites, including Denver Preschool Program preschools and both public and military libraries. Survey results from caregivers and participating agencies are presented to find out how the program went in 2016.
Read to the Children: Promoting Family Literacy in Colorado&apos;s Prisons. Fast Facts. Number 347
Author: Doran-Myers, Miranda
Date: 2017-00-00
Type: Reports - Research
Subjects: Family Literacy,Institutionalized Persons,Correctional Institutions,Reading Programs,Children,Program Effectiveness,Program Attitudes,Child Caregivers,Family Relationship,Reading Aloud to Others

Since 1999, the Read to the Children (RTC) program has allowed offenders in Colorado's state prisons to send young family members a book accompanied by a recording of the offender reading it. RTC is a collaboration between the Colorado State Library and the Colorado Department of Corrections. In the past year, around 1,900 offenders and 3,200 children participated in RTC. Survey results are presented from 253 caregivers and 366 offenders who participated in RTC between 2013-2016 to find out how they feel about the program.
Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2017]
Author: Maryland Higher Education Commission
Date: 2017-09-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,School Holding Power,Graduation Rate,Transfer Rates (College),Two Year College Students,Full Time Students,Racial Differences,Gender Differences,Achievement Gap,College Readiness,Remedial Instruction,African American Students,Hispanic American Students,White Students,Asian American Students

This report provides information on retention, graduation, and transfer rates for students entering Maryland community colleges as first-time, full-time students between 1994 and 2014. This edition includes data about student outcomes two, three, and four years after matriculation. The first section of this report contains analysis of student retention, graduation, and transfer rates for all students statewide as well as rates disaggregated by race/ethnicity and gender. This analysis examines both year-to-year changes and longitudinal trends. The second section of the report examines the Degree Progress Analysis. This model is an alternative method of examining student success that includes a broader population of students and considers additional outcomes. Finally, the third section provides a summary of data obtained in the community college follow-up survey. This survey is conducted by the community colleges and the Commission, and includes questions regarding graduates' perception of institutional quality, post-graduation enrollment, and employment outcomes, in addition to a variety of other topics. The appendix includes detailed data tables containing retention, graduation, and transfer information for all students statewide, by gender, and the largest racial and ethnic groups. The tables record student outcomes two, three, and four years following matriculation. [For the 2016 report, see ED589940.]
Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2018]
Author: Maryland Higher Education Commission
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,School Holding Power,Graduation Rate,Transfer Rates (College),Two Year College Students,Full Time Students,Racial Differences,Gender Differences,Achievement Gap,College Readiness,Remedial Instruction,African American Students,Hispanic American Students,White Students,Asian American Students

This report presents an annual update on retention, graduation, and transfer activity for students entering Maryland community college as first-time, full-time students, including trend data beginning in 1995. Data presented include student outcomes two, three, and four years after initial enrollment. The first section of this report includes an analysis of retention, graduation, and transfer among first-time, full-time students statewide. This includes both statewide figures and disaggregations by gender and the largest racial and ethnic groups. This section consists of both year-to-year and longitudinal trend analyses. These data are also displayed in the data tables contained in the Appendix, along with individual institutional data. The second section uses the Degree Progress Analysis to examine student outcomes. This model is an alternative method of examining student success that includes a broader population of students and considers additional outcomes. The third section contains information regarding data obtained from the community college follow-up survey. This survey, conducted periodically by the community colleges in collaboration with the Commission, includes questions regarding graduate perceptions of institutional quality, preparation for employment and further study, and post-graduation outcomes. [For the 2017 report, see ED589941.]
Pakistan: Can Private Schools Catering to the Poor Increase Access and Improve Learning? From Evidence to Policy
Author: World Bank
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Poverty,Private Schools,Access to Education,Educational Quality,Foreign Students,Elementary Schools,Rural Areas,Disadvantaged Youth,Program Effectiveness,Teacher Competencies,Educational Facilities

Educating children is a priority across the world, but low-income countries can face enormous challenges. Schools are often overcrowded and in disrepair. Teachers don't always show up or may not be qualified or interested in teaching. Parents hesitate to send children, especially girls, to schools that aren't close by or they may want to keep them at home to help with housework. The numbers tell the story: Worldwide, 58 million children who should be in primary school are not, despite the push for universal primary education by national governments and international organizations. In the effort to boost enrollment, raise teaching standards and strengthen school accountability, policymakers and education experts are exploring a variety of approaches, including leveraging the private and other non-governmental sectors to offer quality education to disadvantaged children. [The Evidence to Policy note series is produced by the World Bank's Strategic Impact Evaluation Fund (SIEF). Additional funding provided by the Children's Investment Fund Foundation (CIFF).]
Teacher Equity Gaps in Massachusetts. ESE Policy Brief
Author: Cowen, James
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Achievement Gap,Equal Education,Teacher Characteristics,Academic Achievement,Teacher Placement,Educational Policy,Board of Education Policy,Educational Resources,Teacher Influence,Low Income Students,Disproportionate Representation,Elementary Secondary Education,Measurement Techniques,Teaching Experience,Disadvantaged Youth,Attendance,Student Placement,Rural Schools,Urban Schools,Suburban Schools,Socioeconomic Influences

Effective teachers make a real difference for student learning. But research shows that both in Massachusetts and nationwide, academically struggling students and those from historically low performing subgroups are less likely to be assigned to the teachers who are most likely to generate strong results. This results in missed opportunities to close achievement gaps and increase educational outcomes for all students. This policy brief provides an overview of how effective teachers are identified, summarizes research from around the nation, and analyzes Massachusetts data to address several important questions. It also provides connections to resources available to Massachusetts schools and districts working to eliminate equity gaps.
Costly Progress: De Blasio&apos;s Renewal School Program. Report 44
Author: Winters, Marcus A.
Date: 2017-07-00
Type: Reports - Research
Subjects: School Turnaround,Urban Schools,Educational Change,Program Effectiveness,Academic Achievement,Scores,Mathematics,English,Language Arts,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

In November 2014, the New York City Department of Education classified 94 low-performing schools as &quot;renewal schools.&quot; New York's Renewal School Program (RSP), announced Mayor Bill de Blasio at the program's launch, represented a big change to the city's education policy: whereas former mayor Michael Bloomberg favored closing failing schools, RSP would fix them instead. RSP--which went into full effect in the spring of 2015--has retained many of the core elements of a strong accountability policy, including school oversight and more time in the classroom (renewal schools have longer days). RSP supplements these stalwarts of education reform with an infusion of extra money: $149 million over three years. Is RSP succeeding? The release of renewal schools' spring 2016 state test results in math and English language arts (ELA) allows for a one-year evaluation. This report applies regression models to measure how renewal schools perform relative to how they would have fared absent RSP.
Students with Disabilities at Maryland Colleges and Universities
Author: Maryland Higher Education Commission
Date: 2018-02-00
Type: Reports - Research
Subjects: College Students,School Holding Power,Graduation Rate,Student Personnel Services,Community Colleges,Students with Disabilities,Public Colleges,Private Colleges,Academic Persistence,Enrollment

In an effort to better understand the higher education outcomes of students with disabilities in Maryland, the Maryland Higher Education Commission (MHEC), in partnership with the state's higher education institutions and the Maryland Department of Disabilities, created a survey administered to colleges and universities in Maryland to collect retention and completion data on these students. The aggregated data collected reflect the number of students who registered with disability services at their college or university and report on graduation and retention outcomes for those students. Highlighted findings include: (1) students are seeking services for their disabilities; (2) rates of students registered with disability services that are reported by the four-year institutions and community colleges are lower than the national estimates (11.1% of undergraduates and 5.2% of graduate students nationwide); and (3) students attending Maryland's four-year institutions who were identified as registering for disability services had second-year retention rates that were comparable to the overall cohort. In coming years, the data collected by MHEC will allow for additional outcome measures to be analyzed, including six-year graduation rates and retention, graduation, and transfer rates for community college students.
Maryland Higher Education Commission Data Book 2017. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Undergraduate Students,Graduate Students,College Freshmen,Enrollment,Remedial Instruction,Public Colleges,High School Graduates,School Holding Power,Transfer Rates (College),College Transfer Students,Community Colleges,Graduation Rate,Academic Degrees,Intellectual Disciplines,College Faculty,Teacher Salaries,Part Time Faculty,Income,Expenditures,Educational Finance,Tuition,Fees,Student Financial Aid,State Aid,Distance Education,Vocational Education,Private Schools,Two Year College Students,Racial Differences,Ethnic Groups,Gender Differences,Budgets,College Entrance Examinations,Scores,Student Characteristics,Teacher Characteristics,Private Colleges,Federal Aid,Grants

This document presents statistics about higher education in Maryland for 2017. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; and (8) Private Career Schools. [For &quot;Maryland Higher Education Commission Data Book 2016. Creating a State of Achievement,&quot; see ED572293.]
Maryland Higher Education Commission Data Book 2018. Creating a State of Achievement
Author: Maryland Higher Education Commission
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Undergraduate Students,Graduate Students,College Freshmen,Enrollment,Remedial Instruction,Public Colleges,High School Graduates,School Holding Power,Transfer Rates (College),College Transfer Students,Community Colleges,Graduation Rate,Academic Degrees,Intellectual Disciplines,College Faculty,Teacher Salaries,Part Time Faculty,Income,Expenditures,Educational Finance,Tuition,Fees,Student Financial Aid,State Aid,Vocational Education,Private Schools,Two Year College Students,Racial Differences,Ethnic Groups,Gender Differences,Budgets,College Entrance Examinations,Scores,Student Characteristics,Teacher Characteristics,Private Colleges,Federal Aid,Grants,Adult Students,Time to Degree,School Personnel,Full Time Students

This document presents statistics about higher education in Maryland for 2018. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; and (8) Private Career Schools. [For &quot;Maryland Higher Education Commission Data Book 2017. Creating a State of Achievement,&quot; see ED589949.]
Education Uprooted: For Every Migrant, Refugee and Displaced Child, Education
Author: Dooley, Tara
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Migrant Education,Refugees,Access to Education,Barriers,At Risk Persons,Foreign Countries,War,Cooperation

Whether a migrant, refugee or internally displaced, a child is a child. Every child has the right to an education. Yet many of the 50 million uprooted children in the world are in desperate need of education--not &quot;despite&quot; being uprooted from their homes, but &quot;because&quot; they are uprooted from their homes. Without education, how will they gain knowledge and skills to rebuild their lives? How will they be able to chart a path to a more peaceful and prosperous future for themselves, their families, their communities and the world? Finding ways to provide education for uprooted children will require funding, creativity and commitment. This report provides essential data and information on educational challenges faced by nearly 50 million uprooted children around the world. It notes that some of these children and their families migrate in pursuit of better education or job opportunities, while others are forced from their homes because of conflicts or natural disasters. Whether they are refugees, internally displaced people or migrants, the report concludes, uprooted children are still children who have a right to education--and the safety, stability and opportunity that education can provide.
Early Moments Matter for Every Child
Author: Britto, Pia Rebello
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Child Development,Brain,Child Health,Well Being,Wellness,Early Intervention,Early Childhood Education,Home Visits,Nurses,Nutrition,Child Safety,Stimulation,Child Rearing,Parenting Skills,School Readiness,Information Dissemination,Technology Uses in Education,Educational Technology,Economically Disadvantaged,Public Policy,Agency Cooperation,Family Programs,Foreign Countries

The science is clear: A child's brain is built, not born. The process begins before birth and involves a complex interplay of neural connections that are shaped by experience and environment. In the early years, these neural connections occur at lightning speed--a speed never again repeated. They establish a foundation of development that will help children grow, learn and thrive. This process is fuelled by adequate nutrition, protection from harm and responsive stimulation including early learning opportunities. Unfortunately, many millions of children around the world are deprived of the ingredients that foster optimal brain development. They do not have nutritious food or health care; they are not protected from violence, extreme stress, pollution and conflict; they are starved of responsive stimulation from a caring adult; and they miss out on opportunities to learn. Negative experiences can slow down and alter how neural connections are made in a baby's brain. They can impact a child's ability to grow and learn, and they can even reduce earnings as an adult by up to 25 per cent. This report presents data and outlines best practices and policies that can put governments on the path to providing every child with the best start in life. It outlines the neuroscience of early childhood development (ECD), including the importance of nutrition, protection and stimulation in the early years. And it makes the case for scaling up investment, evaluation and monitoring in ECD programmes. The report concludes with a six-point call to action for governments and their partners to help maximize the potential of the children who will build the future--by making the most of the unparalleled opportunities offered by the early moments in life. [Support provided by the H&amp;M Foundation.]
An Everyday Lesson: #ENDviolence in Schools
Author: United Nations Children's Fund (UNICEF)
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Bullying,Peer Relationship,Violence,Aggression,Punishment,Sexual Abuse,Gender Bias,Computer Mediated Communication,Foreign Countries,At Risk Persons,Prevention

Globally, half of students aged 13-15 experience peer-to-peer violence in and around school. This number includes students who report having been bullied in the last month or having had a physical fight within the past year. But bullying and physical fights are only two types of violence. Students routinely deal with corporal and other degrading forms of punishment, physical and sexual attacks and gender-based violence. For example, about 720 million school-age children live in countries where they are not fully protected by law from corporal punishment at school. This violence has short-term effects on their educational achievement and leaves a long-term impression on their futures. This report outlines the prevalence of violence in and around schools and highlights students', partners' and UNICEF efforts to #ENDviolence in schools.
Precollege Education and First Year Outcomes. Research Report 18-2
Author: Washington State Board for Community and Technical Colleges
Date: 2018-04-13
Type: Reports - Evaluative
Subjects: Developmental Studies Programs,College Readiness,Student Placement,Remedial Instruction,English Instruction,Mathematics Instruction,Reading Instruction,Writing Instruction,Two Year College Students,Community Colleges,Two Year Colleges,Enrollment Trends,Student Characteristics,At Risk Students,High School Students,Gender Differences,Minority Group Students,First Generation College Students,Socioeconomic Status,Outcomes of Education

Precollege courses, also known as &quot;developmental&quot; courses, help students prepare for introductory college courses, most often in math and English language arts (reading/writing). Most colleges use entrance exams, prior coursework, or other evaluations to determine whether students should start in a college level or precollege course for math and English. Some students are required to take several levels of precollege courses before they enroll in the respective college level course. This report provides a summary of precollege enrollment, participation rates, and first year outcomes for students enrolling in the Washington community and technical colleges. This report will focus on courses in precollege math and English. For simplicity, precollege courses in reading, writing, and coordinated reading/writing are referred to collectively as precollege English. Most precollege English enrollments are in writing or coordinated reading/writing.