ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Data to Inform Policy: Report of Council&apos;s Ad Hoc Committee on Data and Policy
Author: State Council of Higher Education for Virginia
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Higher Education,Data Use,State Policy,Data Collection,Access to Information,Information Dissemination,Information Management,Web Sites,Colleges,Partnerships in Education,State Programs,Agency Cooperation,Educational Finance,Budgets

&quot;The Virginia Plan for Higher Education&quot; articulates the objective that the Commonwealth will be the best-educated state by 2030. To achieve this objective, Virginia not only must increase educational-attainment rates, but also close the gaps in the differing rates of attainment that exist across its population and its regions. The effective use and communication of data are powerful tools in that effort. For these higher levels of attainment to be achieved, Virginia must address the &quot;value proposition&quot; of higher education to students and families and to the Commonwealth. Policy makers, educators, families and students need easy access to trusted information upon which to make informed decisions about policies, funding and life choices. While State Council of Higher Education for Virginia (SCHEV) has significant data assets, including the Virginia Longitudinal Data System (VLDS), it is imperative that those data support the alignment among education, workforce and human capital needs of the Commonwealth and that information on the alignment is readily and easily available to the various users. Within this context, in January 2018 the State Council of Higher Education for Virginia (SCHEV) formed an ad hoc committee to develop a blueprint to guide the use of data policy and data systems maintained by SCHEV as strategic assets in transforming the lives of Virginians and the Commonwealth through higher education. Already committed to the goals of &quot;The Virginia Plan,&quot; the Council recognized the need to devote attention to making SCHEV's data resources more focused for policy decision-makers and other stakeholders. This report is a summary of the ad hoc committee's considerations, findings and proposed actions including sections on assessing SCHEV's data resources - gap analysis; reviewing other state efforts; aligning data and information with &quot;The Virginia Plan&quot;; identifying financial resources with data and policy; and opportunities to improve information and data.
Reflections from the Leading from the Middle Academy, 2017
Author: Asera, Rose
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Middle Management,College Faculty,Program Evaluation,Community Colleges,Leadership,Cooperation,Leadership Training,Leadership Role

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the development of middle leaders across California Community Colleges (CCCs). This report captures reflections from both leaders of and participants in the 2017 LFM Academy, with the goal of advancing and deepening our collective understanding of middle leadership. The report begins with an overview of the program's purpose and design, outcomes, and changes in 2017. The authors then present the reflections associated with the LFM outcomes, organized in three clusters: (1) individual leadership; (2) collective leadership; and (3) college transformation. The conclusion highlights potential next steps for the Academy. [For the executive summary to this report &quot;Reflections from the Leading from the Middle Academy, 2017. Executive Summary,&quot; see ED599414.]
Reflections from the Leading from the Middle Academy, 2017. Executive Summary
Author: Asera, Rose
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Middle Management,College Faculty,Program Evaluation,Community Colleges,Leadership,Cooperation,Leadership Training,Leadership Role

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the development of middle leaders across California Community Colleges (CCCs). This is an executive summary to that full report that captures reflections from both leaders of and participants in the 2017 LFM Academy, with the goal of advancing and deepening our collective understanding of middle leadership. The report begins with an overview of the program's purpose and design, outcomes, and changes in 2017. The authors then present the reflections associated with the LFM outcomes, organized in three clusters: (1) individual leadership; (2) collective leadership; and (3) college transformation. The conclusion highlights potential next steps for the Academy. [For the full report &quot;Reflections from the Leading from the Middle Academy, 2017,&quot; see ED599413.]
State K-12 Broadband Leadership 2019: Connecticut Case Study
Author: State Educational Technology Directors Association (SETDA)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Technology,Internet,Access to Computers,Computer Networks,Leadership,Strategic Planning,Public Schools,School Districts

Connecticut is committed to ensuring scalable, high-performance, cost-efficient broadband to its public schools and libraries. The Connecticut Commission for Educational Technology (Commission), created in 2000, serves as the educational technology advisor to schools, libraries, and institutions of higher education and started with a mission to connect public schools and libraries to the internet. The Commission created and oversees the Connecticut Education Network (CEN), the first among -- and one of only a few -- state networks in the country to connect every district to fiber. CEN connects virtually every institution of higher education as well as 62% of libraries in the state, in addition to serving as the primary public resource in K-12 broadband provision and support in the state. This case study finds that Connecticut's approach to addressing broadband for schools was to build a regional statewide network to provide ubiquitous and equitable service and connect all districts as well as other educational institutions such as regional education centers, libraries, colleges, and universities. Additionally, Connecticut was the first in the country to connect all districts to an all-optical network in 2005 and then in 2013 upgraded all districts to a 1Gbps handoff standard. CEN has set a high bar for internet service in the state and region. This study briefly touches on Connecticut's statewide K-12 education broadband network, network performance, network upgrade process, off campus access, district implementation, and future plans. [This case study is part of the larger report, &quot;State K-12 Broadband Leadership 2019: Driving Connectivity, Access and Student Success&quot; (ED594505).]
State K-12 Broadband Leadership 2019: Kentucky Case Study
Author: State Educational Technology Directors Association (SETDA)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Technology,Internet,Access to Computers,Computer Networks,Leadership,Strategic Planning,Public Schools,School Districts

The 1990 Kentucky Education Reform Act (KERA) created the Kentucky Education Technology System (KETS) authorizing the Office of Education Technology (OET) within the Kentucky Department of Education (KDE) to provide internet access to all school districts. One of the key components included in the legislation was the development of a technology masterplan, typically covering 6 years. The Master Plan for Education Technology guides decisions about network infrastructure and future bandwidth needs and provides technology leadership and guidance. Currently, guided by the technology masterplan, OET uses state funds to purchase and manage the statewide K-12 private middle mile network and internet access on behalf of all school districts. This case study finds that Kentucky was one of the first states to adopt the FCC standard of 100 mbps/1000 students at minimum. The state provides bandwidth to districts and schools in an equitable, efficient and cost effective manner. Kentucky works with district leaders to provide the amount of bandwidth a district needs to achieve their instructional goals. Not all district are implementing digital learning at the same pace, so connectivity needs may differ. State technology leaders focus on statewide technology services, such as Internet access and security; allowing district technology officers to focus on the specific technology needs of their schools. OET carefully monitors district bandwidth usage throughout the year, as well as 10 &quot;bandwidth drivers&quot; in order to forecast growth and file for E-Rate as a statewide consortium. With the support of OET field staff, KDE and school districts filed for a record $52M in E-Rate funds for FY2020. This study briefly touches on Kentucky's statewide K-12 education broadband network, policy/guidance for districts, district implementation, off campus access, and future plans. [This case study is part of the larger report, &quot;State K-12 Broadband Leadership 2019: Driving Connectivity, Access and Student Success&quot; (ED594505).]
Commissioner&apos;s Annual Report to the Education Committees of the Senate and General Assembly on Student Safety and Discipline in New Jersey Public Schools for the Period of July 1, 2017 to June 30, 2018
Author: New Jersey Department of Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Public Schools,School Safety,Discipline,Violence,Weapons,Vandalism,Substance Abuse,Bullying,Elementary Schools,Middle Schools,High Schools,English Language Learners,Students with Disabilities,Gender Differences,Training,Suspension,Expulsion,Racial Differences

This report has been revised to best highlight information from the new Student Safety Data System for the 2017-18 school year. The New Jersey Department of Education (Department) migrated to a new reporting system, the Student Safety Data System (SSDS), which includes improved definitions, new reporting fields, and updated guidance for reporting incidents. As such, comparing this year's report to previous years' data can lead to inaccurate conclusions in many reporting categories, and this report should be considered a baseline year. This information is provided by New Jersey public schools on disciplinary infractions and their consequences by the New Jersey Department of Education to the Governor and Legislature to fulfill the requirements of the &quot;Public School Safety Law N.J.S.A.&quot; 18A:17-46 through 48. Districts are encouraged to review their incidents in comparison to state-level results and consider whether proactive steps are needed to improve school climate and student safety. Although the report has been revised to best highlight information from the new data system, the SSDS continues collection of incidents of violence, vandalism, weapons, substance use, and harassment, intimidation and bullying (HIB), as well as HIB trainings and programs. In addition, the system now collects details on all allegations of HIB, along with all student suspensions and other removals from school, as well as reports to the police and arrests. New features and data reporting changes in the SSDS were developed to capture details required for state and federal data collection, including School Performance requirements of the Every Student Succeeds Act and &quot;N.J.S.A.&quot; 18A:7E-3 and the federal Civil Rights Data Collection. Changes were also made to make reporting easier for schools and districts and to improve data quality.
State K-12 Broadband Leadership 2019: Minnesota Case Study
Author: State Educational Technology Directors Association (SETDA)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Technology,Internet,Access to Computers,Computer Networks,Leadership,Public Schools,School Districts

Since 1993, at the regional level, the Minnesota Education Technology Networks (METN), a cooperative of regional networks, provides regional network development, support and leadership to Minnesota school districts. METN member cooperatives provide network coordination, procurement, and other support to help school districts acquire and manage broadband networks for instruction and education management. METN has also provided limited cooperative purchasing opportunities. A recent advancement occurred in the summer of 2018 when Southwest West Central Service Cooperative (SWWC) completed a project to provide broadband services to approximately 50 sites, including schools, libraries and other government agencies. The newly awarded contract includes fiber-based Wide Area Network (WAN) connectivity among the schools and libraries and the SWWC's data centers, as well as managed routers providing a level of cybersecurity. This study briefly touches on Minnesota's state broadband funding, statewide K-12 education broadband connectivity, policies/guidance for districts, district implementation, off campus access, and future plans. [This case study is part of the larger report, &quot;State K-12 Broadband Leadership 2019: Driving Connectivity, Access and Student Success&quot; (ED594505).]
State K12 Instructional Materials Leadership Trends Snapshot
Author: State Educational Technology Directors Association (SETDA)
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: State Policy,Instructional Materials,Educational Policy,Educational Technology,Technology Uses in Education,Access to Computers,Individualized Instruction,Faculty Development,State Standards,Teacher Competencies,Quality Control,Media Selection,Information Storage,Information Management,Financial Support,State Aid,Accessibility (for Disabled),Elementary Secondary Education

This report summarizes current state policies and practices in the selection and implementation of digital instructional materials. It is based on the 2019 updates to the Digital Instructional Materials Acquisition Policies for States (DMAPS) online portal. Since its inception in 2015, DMAPS has been updated annually and expanded to include new topic areas. This trends snapshot includes details regarding: (1) digital learning policies and practices including state digital learning plans and standards; (2) state definitions for personalized learning; (3) policies and practices related to instructional materials acquisition, procurement and implementation; (4) professional learning opportunities states are providing teachers around the selection, creation and implementation of digital instructional materials; and (5) accessibility policies and practices. [For a related report, see &quot;Navigating the Digital Shift 2019: Equitable Opportunities for All Learners&quot; (ED599408).]
Reimagining American History Education
Author: Lewer, Brittney
Date: 2019-05-00
Type: Reports - Research
Subjects: United States History,History Instruction,Educational Practices,Educational Research,Futures (of Society),Educational Trends,Instructional Effectiveness,Citizenship Education,Graduation Requirements,State Standards,Elementary Schools,Middle Schools,High Schools,Postsecondary Education,Teacher Certification,Advanced Placement Programs,Public School Teachers,Teacher Characteristics,Student Characteristics

The report looks to the future of American history education. The report grows out of national and state polls that the Foundation conducted in late 2018 on Americans' knowledge of the history of their country. The Foundation's initial poll found that two out of three Americans were incapable of passing the U.S. citizenship test and led the Foundation to conduct a study of American history education--what it is and what it should become. This report examines current practice in teaching American history, discusses the research on the most effective ways to learn American history, describes outstanding programs that incorporate these approaches, and announces a new Woodrow Wilson initiative that seeks to apply the research to bolster the teaching and learning of American history across the country. The Foundation is undertaking this initiative in the belief that knowledge of American history is essential to: (1) establishing the engaged and informed citizenry needed to preserve a democratic society; (2) reestablishing the common bonds that all Americans share in a time of deep national political, economic, and social divisions in which Americans' differences overshadow our commonalities; (3) understanding the past in a time of profound, continuing, and accelerating change in order to make sense of a chaotic present and inchoate future, as history is both an anchor in a time when change assails us and a laboratory for studying the changes that are occurring; and (4) educating a generation of Americans who think like historians, who know how to ask questions about the present and future rooted in the past, and to marshal the data to answer those questions.
What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the Leading from the Middle Academy 2016. Executive Summary
Author: Asera, Rose
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Middle Management,Professional Development,Leadership Training,Teamwork,Cooperation,Change Strategies,Deans,Department Heads,Professional Identity,Transformational Leadership,Coaching (Performance),College Faculty

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the professional development of middle leaders. This is an executive summary to the full report that captures reflections from both leaders of and participants in the 2016 LFM Academy, with the goal of advancing and deepening our collective understanding of middle leadership. The report begins with an overview of the program's purpose and design, outcomes, and changes in 2016. The authors then present the reflections associated with the LFM outcomes, organized in three sections: (1) leadership development; (2) team collaboration and leadership; and (3) leadership in the context of a college initiative. This report asks the following questions: What can we learn from the experiences of LFM participants? How can those experiences contribute to an emerging description of middle leadership and an understanding of the process of developing middle leaders? [For the full report, &quot;What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the 2016 Leading from the Middle Academy,&quot; see ED599474.]
What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the 2016 Leading from the Middle Academy
Author: Asera, Rose
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Middle Management,Professional Development,Leadership Training,Teamwork,Cooperation,Change Strategies,Deans,Department Heads,Professional Identity,Transformational Leadership,Coaching (Performance),College Faculty

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the professional development of middle leaders. This report was developed for campus executive leaders and other administrators who are in positions to support and encourage leadership development at their colleges. In addition, current and potential middle leaders can read about the experiences of colleagues who may have common aspirations and challenges as they work to develop their leadership identity. And finally, this work can also inform campus leadership development programs. The report begins with an overview of the program's purpose, design, and anticipated outcomes. The authors then present the evaluation findings associated with each of the LFM outcomes, organized into three sections: (1) leadership development, (2) team collaboration and leadership, and (3) leading change in the context of a college initiative (which includes a summary of college projects conducted as part of the LFM Academy experience). The conclusion sums up insights gained about middle leadership over the four years of LFM and highlights potential next steps for the Academy. [For the executive summary, &quot;What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the Leading from the Middle Academy 2016. Executive Summary,&quot; see ED599473.]
Tennessee Succeeds. Where Are We Going? How Will We Get There?
Author: Tennessee Department of Education
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Educational Trends,Academic Achievement,Educational Quality,Equal Education,Educational Planning,Strategic Planning,Statewide Planning,Educational Objectives,National Competency Tests,College Entrance Examinations,Scores,High School Graduates,Certification,Postsecondary Education,College Programs,Academic Standards,Accountability

Education in Tennessee is on the rise. With the close of the Race to the Top era, Tennessee saw striking successes in student achievement that also called attention to the continued need to ensure students' long-term success. Tennessee is now launching a new chapter and if successful districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark upon their chosen path in life. In this year's strategic plan, the Tennessee Department of Education describes three ambitious goals to guide their work through the next five years: (1) Tennessee will rank in the top half of states on the National Assessment of Educational Progress (NAEP) by 2019; (2) The average ACT composite score in Tennessee will be a 21 by 2020; and (3) The majority of high school graduates from the class of 2020 will earn a postsecondary certificate, diploma, or degree. Additionally, the plan highlights five priority areas that will help accomplish these goals: (1) early foundations and literacy; (2) high school and bridge to postsecondary; (3) all means all; (4) educator support; and (5) district empowerment.
Leading from the Middle: Year 3 (2015) Evaluation Report
Author: Asera, Rose
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Community Colleges,Middle Management,Professional Development,Leadership Training,Teamwork,Cooperation,Change Strategies,Deans,Department Heads,Professional Identity,Transformational Leadership,Coaching (Performance),College Faculty,Program Evaluation

The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 as a professional development experience for community college educators--faculty, administrators, and staff--who have formal or informal leadership responsibilities. Based on a commitment to learning from experience, the LFM leadership team conducts an annual internal evaluation of the academy experience. This report summarizes findings from the evaluation of the Year 3 (2015) LFM Academy and builds on the formative evaluation of the first two years. This report shares evaluation findings, promotes understanding about the development of middle leaders, and highlights the roles these individuals can take in advancing institutional change. This report is written for community college educators including campus executive leaders and other administrators who are in positions to support and encourage leadership development at their colleges. In addition, current and potential middle leaders can read about the experiences of colleagues with common aspirations and challenges. The report begins with an overview of the program's design and a description of the 2015 participants and team projects; the findings are then organized by program outcomes. [For the executive summary, see ED599478.]